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Book ... -M^5 
Copyright N ° _ 


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®i)c ftlorin iilletfjob 


ORAL ENGLISH 

TEACHERS’ MANUAL 
FOR SECOND GRADE 


BY 

JOSEPH C. MORIN 

GENERAL SUPERINTENDENT, PORTO RICO 


D. C. HEATH AND COMPANY 

BOSTON NEW YORK CHICAGO 



LB \5V* 

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Copyright, 1924, 

By D. C. Heath and Company 

2 e 4 


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PRINTED IN U.S.A. 

SEP 27 *24 

©C1AS07068 

(■ (' 


PREFACE TO THE SECOND EDITION 


The Department of Education is convinced that the best 
way of preparing the pupils in the primary grade for formal 
reading in the third grade is to teach them a sufficiently 
extensive vocabulary to enable them to understand what 
they are reading about. 

The success of the method obtained in the second grade 
with the help of the Manual has encouraged the author to 
make a revision of the book. The vocabulary has been 
rearranged, the lessons amplified, and more definite expla¬ 
nations given to the teachers. 

Teachers should study very carefully the introduction in 
which many valuable suggestions will be found. 

Juan B. Huyke, 

Commissioner of Education. 






CONTENTS 


PART I 

LESSON PAGE 

1-20. Review.1-20 

21 . Home, living room, sofa . 21 

22 . Rocking chair, lamp, rug . 21 

23 . Piano, knock, visitor, visit . 22 

24 . Please, thank you, how are you? how do you do? I 

am well . 24 

25 . Shake hands, present, introduce, I am glad to meet 

you, I am pleased to meet you . 25 

26 . Shook hands, met . 26 

27 . Again, goodhy . 27 

28 . Doll, new, old, pretty . 28 

29 . Dining room, china closet . 28 

30 . Dishes, table cloth, napkin . 29 

31 . Plate, knife, knives, cut, fork . 30 

32 . Spoon, tablespoon, teaspoon . 31 

33 . Cup, saucer, cupful . 32 

34 . Water, pitcher, glass . 33 

35 . Coffee, coffeepot . 35 

36 . Milk pitcher, sugar, sugar bowl . 35 

37 . Make, made . 36 

38 . Spoonful, salt . 37 

39 . Going to, servant, set the table . 38 

40 . Meat, potato, potatoes . 39 

41 . Bread, soup . 40 

42 . Rice, beans ............ 41 


v 

























vi 


CONTENTS 


LESSON PAGE 

43. Butter, fish .43 

44. Tomato, tomatoes, salad .44 

45. Guava paste, guava jelly .45 

46. Cake, dessert, cocoa .46 

47. Hungry, thirsty .47 

48. Want, when .48 

49. Will you have? if you please .49 

50. Game.51 

51. Kitchen, stove, charcoal, match .51 

52. Build, built, fire, burn, burnt .52 

53. Kettle, boil, boiled, cook, cooked .53 

54. Frying pan, fry, fried, food .54 

55. Bedroom, bed, bedstead .55 

56. Spring, mattress, sheet, blanket .56 

57. Bedspread, pillow, pillowcase .57 

58. Bureau, dresser, wardrobe, closet .58 

59. Looking-glass, hairpin, brush, hair brush .... 59 

60. Comb, combed, use, used, clothes, bedclothes . . 60 

61. Lie, lying, lay, sleep, slept, wake, woke .... 61 

62. Bath room, bath tub, baths .62 

63. Soap dish, bathe, bathed, toothbrush . 63 

64. Store, merchant, clerk .64 

65. Counter, shelf, shelves . 65 

66 . Yard, yardstick, measure, measured . 66 

67. Eleven, twelve, thirteen, fourteen, fifteen ... 67 

68 . Inch, inches, half, halves, part .67 

69. Money, cents, nickel, dime .69 

70. Buy, bought, sell, sold .70 

71. Pay, paid, how much? .71 

72. Quarter, dollar, half dollar .72 

73. Cost, worth, change, changed . 73 

74. Pair, wear, wore . 75 

75. Number, size . 75 

76. Game. 70 

77. Cover, covered, front cover, back cover .... 76 

78. Leaf, leaves, page, pages . 77 

79. Lesson, study, studied, know, knew .78 

80. Poem, recite, recited, very, must .80 

































CONTENTS vii 

PART II 

LESSON pAGE 

81. About, would, should, be .83 

82. Bell, ring, rang, softly, loud .85 

83. Mark, divide, divided .86 

84. Light, day, dark, night, during .87 

85. Moon, star, near, far .89 

86. Before, after .90 

87. Morning, forenoon, noon .91 

88. Afternoon, evening, to-night .91 

89. First, second, third, fourth, fifth .93 

90. Breakfast, lunch, dinner, meal .94 

91. Once, twice, three times .95 

92. Begin, began, end, ended, stop, stopped .... 96 

93. Sixth, seventh, eighth, ninth, tenth .98 

94. Goat, sheep, mule, ox, goose, duck, turkey, pig . . 99 

95. Mongoose, monkey, fox, wolf, bear, lion, squirrel, 

rabbit .100 

96. Mouse, mice, rat, woods, forest .101 

97. Toward, away .102 

98. Slowly, fast, quickly .103 

99. High, low, also .104 

100. Tall, as, so, almost .105 

101. To-day, Monday, yesterday, Sunday .106 

102. Tuesday, day before yesterday ..108 

103. Wednesday, to-morrow .108 

104. Thursday, Friday .109 

105. Saturday, day after to-morrow, week .110 

106. Forward, backward .. . 112 

107. Grade, teach, taught, beam, learned . 113. 

108. Think, thought .. . .. .. . . 115'. 

109. Hide, hid, game, hide and'seek . 116 

110. Sometimes, lose, lost, find,, found . 117(' 

111. Gun, bugle, drum, beat■ . . . . 118 

112. Carry, carried, call, called, soldier, captain . . . 120 

113. March, marched, halt, get, got .121 

114. Stay, stayed, while, return, returned, but . . . 122 

115. Alahe,, together„ between. . .. 123. 





























CONTENTS 


viii 

LESSON PAGE 

116. Bag, light, heavy .125 

117. Because, why, help, tired, rest .126 

118. Build, built, cry, cried, lonesome .128 

119. Me-ow, bow-wow, moo, baa, cluck, quack .... 129 

120. Wool, lay, corn, take care .130 

121. Voice, throat .132 

122. Myself, yourself, yourselves, himself .132 

123. Herself, themselves .134 

124. Bird, feathers, wings, fly, flew .135 

125. Hop, nest, branch .136 

126. Stone, wrong, right .137 

127. Hart, kill, killed, die, died, dead .138 

128. Plant, insect, worm, feed, fed .140 

129. Blackbird, mocking bird, pigeon, humming bird, 

kingbird, swallow .141 

130. Earth, seed, plant, grow, grew .142 

131. Vegetables, eggplant, lettuce, onion, radish, cabbage 143 

132. Vegetable garden, flower garden, beautiful, fine . . 144 

133. Forehead, eyebrow, lip, chin, tongue, palate, finger, 

chest .145 

134. Kite, stick, tie, tied, string, tail, hold, held . . . 146 

135. TJp, down, air, through .147 

136. Few, many, more, or .149 

137. Any, enough .150 

138. Way, same, by, side .151 

139. Early, late, bright .152 

140. Song.154 

141. Break, broke, tear, tore .154 

142. Fall, fell, care, careful, carefully .155 

143. Letter, receive, received, friend, hope .157 

144. Swing, rope, fun, pleasantest, ever .158 

145. Song.159 

146. Pull, pulled, push, pushed .160 

147. Cart, push-cart, start, started .161 

148. Cage, free, happy, field .162 

149. Song. 164 

150. True, truth, lie, liar .164 

151. Thing, person .165 





























CONTENTS 


IX 


LESSON 

152. Who, that, which . 

153. Mill, flour, meal, fritters . 

154. Story, once, once upon a time . 

155. Well, soon, by and by . 

156. Telephone, central, hello . .. 

157. Porto Rico, Porto Rican, love, governor .... 

158. Belong, country, United States, republic, president 

159. American, citizen, proud . 

160. Blue field, be true, be brave, stripes, be pure . 

Key to Pronunciation. 

Vocabulary. 


PAGE 

167 

168 

169 

170 

173 

174 

175 

176 

177 

181 

184 













INTRODUCTION 


This Manual has been prepared as a complement to the 
Teachers’ Manual for First Grade Oral English. Its object 
is to furnish a body of material for the teaching of oral 
English in the second grades of our schools and to serve as 
a final stepping stone to the introduction of formal reading 
in the third grades. With a thorough knowledge and 
understanding of the terms and expressions in the two 
manuals, it is expected that the children will have acquired 
sufficient vocabulary and language power to enable them 
to express themselves quite freely in the English language. 

The material for this Manual has been carefully selected 
and as carefully arranged. The lessons are the products of 
classroom work. The short sentences composing them are 
such as children may use in their daily talk. They have 
been selected for their value as units of expression and con¬ 
versation; consequently, they are very simple and natural 
in their construction. 

The Lesson. Each lesson, with a few exceptions, consists 
of two parts: the Review and the New Words or New 
Words and Expressions. All words must be taught objec¬ 
tively or by actions. If a name-word is taught, the 
object itself, or its picture, must be seen by the pupils. If 
a verb, the action must be performed while repeating the 
expression. For example: In teaching I am running to the 
door , the child must actually run to a door. This method 
appeals strongly to the dramatic instinct of the child. 
Consequently, the lesson never lacks interest. In develop¬ 
ing a new lesson the following steps should be followed in 
teaching a noun , a verb and a sentence. 

xi 


INTRODUCTION 


xii 


Aim: To teach the word plate. 

1. The teacher pronounces the word plate a few times. 

2. The pupils are drilled on the pronunciation of the 
word. 

3. The teacher shows a plate to the class and says, This 
is a plate. 

4. The word is used in sentences. 

Aim: To teach the verb eating. 

1. The teacher pronounces the word eating a few times. 

2. The pupils are drilled on the pronunciation of the 
word. 

3. The teacher eats something and says, I am eating. 

4. The word eating is used in sentences. 

Aim: To teach the sentence, I am eating from 
the plate. 

1. The teacher reviews the words plate and eating. 

2. The teacher eats from a plate and says, I am eating 
from the plate. 

3. The same expression is used in sentences by the pupils. 

After a lesson has been taught, it must be reviewed often 
since it is only by constant repetition that the new words 
and expressions may become well fixed in the minds of the 
children. The Review part of the lessons contained in the 
Manual will help in giving the teacher an idea how a review 
lesson should be carried out. There are very few instances 
when it is recommended that the preceding lesson be re¬ 
viewed. Even when this is recommended, the teacher 
should strive to vary his questions so the same material will 
appear in a new form. The chief object is to review the 
vocabulary of the preceding lessons and not every question 
and answer containedm these lessons. 


INTRODUCTION 


xiii 

The first twenty lessons, the review of all the first-grade 
Manual, will give an idea how practical review lessons may 
be conducted. 

The work outlined in each lesson is planned for three 
fifteen-minute periods daily. All the first period may be 
devoted to the reviewing of the past lessons and the second 
period to the presentation of the new lesson. Or, if the 
teacher prefers, the first part of each period may be de¬ 
voted to the review work and the last part to the develop¬ 
ment of part of the new lesson. 

The contents of each lesson have been prepared in order 
to give the teacher an idea about the kind of questions to 
ask and the type of answers to expect from the pupils. 
They might be called suggestive questions and answers. 
Many more questions must be asked than are found in each 
lesson. The teacher should feel free also to introduce any 
new expression that will increase the vocabulary of his 
grade. Much English can be taught outside of the periods 
specially devoted to that subject. For example: 

1. Calisthenics. One command can be taught a day until 
all the orders are understood by the children. 

2. Motion Songs. One verse can be taught at a time. 
The motion should accompany every action-word. 

3. Drawing and Hand Work. A word or two can be 
taught at a time. 

4. Classroom Orders. Examples: Listen to me. Pay 
attention to what the boys say. Please clean the boards 
for me. All sharpen your pencils. 

5. Asking Favors of the Teacher. Examples: May I go 
outt Please may I speak to X? Let me go out for a drink 
of water , please. 

There are several exercises that the teacher may well 
employ to vary the work and to make the lessons more in¬ 
teresting. Such exercises offer an excellent opportunity for 


xiv INTRODUCTION 

oral expression. The following, which will suggest others, 
are recommended: 

Picture Study. The teacher should select pictures that 
represent something within the range of the pupils’ under¬ 
standing. Moreover, they should have some art value. 
Cheap chromos should be excluded from the classroom. 

Let us take, for example, the picture entitled, Can’t You 
Talkf This picture may be studied in the following 
manner: 

Teacher. Name one thing that you see in this picture. 

Pupil. I see a baby. 

Teacher. What else do you see? 

Pupil. I see a dog. 

Teacher. What else do you see? 

Pupil. I see a cat. 

Teacher. Where is the cat? 

Pupil. The cat is at the door. 

Teacher. Where is the baby? 

Pupil. The baby is on the floor. 

Teacher. What is he doing? 

Pupil. He is speaking to the dog. 

Teacher. What is he saying to the dog? (The pupils 
should be encouraged to imagine what he 
is saying to the dog.) 

He is saying, “Can you not talk?” 

Story Telling. Early in the year the teacher should 
begin to tell stories to her pupils. Only words already in 
the vocabulary of the pupils should be used. If new words 
are used they should be previously taught. The story 
should be told in an interesting way and it should be of the 
kind that will appeal to children’s imagination. Through 
proper questioning pupils can be made to reproduce the 
story. 

Reading of Stories, The reading of simple stories to the 


INTRODUCTION xv 

pupils will be found beneficial in increasing their vocabu¬ 
lary. It will also develop in them a taste for literature. 
Care should be taken not to leave a single new word unex¬ 
plained. It will sometimes be convenient to change the 
language of the story and to use words already known by 
the pupils. After a story has been read, questions should 
be asked, and the pupils should be made to repro¬ 
duce it. 

Dramatization. Nothing will appeal more to young chil¬ 
dren than the dramatization of stories. At first, dramatiza¬ 
tion should take the form of simple conversation between 
two pupils, or among several pupils. When the pupils have 
acquired the habit of conversing among themselves, easy 
plays can be dramatized. 

Game Playing. The playing of games is always interest¬ 
ing to children. There should be an object in game-playing 
in school—the learning of new words and expressions. 
Below are found a few games which will suggest others. 

Game I 

Pupil A leaves the room or hides behind the door. 

Pupil B says to the rest of the grade, Go to sleep. The 
pupils lay their heads on their desks and shut their eyes. 

Pupil B goes through all the aisles and gives a child a 
small object, such as a marble, a rubber eraser, a block, 
etc., then walks to the front of the room and claps his 
hands, saying; Wake up! 

The pupils sit up straight. 

He goes to the door and says to pupil A, Come in. 

The word ready may be used. 

He asks pupil A, “Who has it?” 

Pupil A. It is he (pointing to pupil C). 

Pupil C. It is not I. It is she (pointing to pupil D). 

Pupil D. It is not I. It is he (pointing to pupil E). 


XVI 


INTRODUCTION 


This is kept up until the pupil who has the object is 
found. Let us suppose it is pupil E. 

Pupil E. It is I. 


Game II 

The teacher will describe an object—for example, her 
own desk—in the following way, and the pupils will guess 
what it is: 

It is made of wood. It has four legs. It is yellow. It is 
in the front part of the room. I sit near it. I put books 
on it. 

A girl is described: 

It is a girl. She has black eyes. Her hair is black. She 
has a white dress. She has a pink ribbon in her hair. 

Game III 

Let four pupils be called: What Do You Do? What 
Does He or She Do? What Are You Doing? and What Did 
You Do? respectively. Give a verb and each child will 
give the form which is the answer to his name. Suppose the 
verb run is given. The first child will say run; the second, 
runs; the third, running; and the fourth, ran. 

The teacher can divide the grade into four groups and 
have each group elect a pupil to represent them. These 
four pupils will be called as in the exercise above mentioned. 
The child who makes the least number of mistakes wins the 
game for his group. 


Game IV 

HIDEWVND—SEEK 

Let child A close his eyes or turn toward the wall so he 
can not see the rest of the pupils. Have a number of pupils 


INTRODUCTION xvii 

hide in different parts of the room. When all are hidden, 
let one of the pupils call out, Ready! Child A seeks all the 
children. The first one he finds must be the seeker for the 
next time. 


Game V 

blindman’s buff 

Blindfold a child with a handkerchief. Let a group of 
children stand around him. He must then try to catch 
someone, who in turn must be blindfolded. . 

Game VI 

This is a good exercise to train the children to use their 
imagination. 

The children close their eyes. The teacher gives a word 
and the children tell what the word has brought to their 
minds. Suppose the teacher should give the word dog. The 
children are expected to see with the mind’s eye a dog that 
they know. They will give sentences like the following: 
I saw my dog. I saw our dog. I saw Mr. X’s dog. 

Groups of words are given instead of only one word, as 
for example, green house. The children will say: I saw Mr. 
X’s house. I saw our house. I saw the green house in 
front of the school. 

A whole sentence is given. For example, The automobile 
is running fast. One will see Mr. X’s automobile running 
fast down the road; another child, his father’s car when 
they went to such and such a place. 


Game VII 

This game will train the pupils’ memory. 

Divide the grade into two groups, A and B. Read a list 


INTRODUCTION 


xviii 

of twenty words which you have previously written on a 
piece of paper. Call on a child from Group A to give you a 
word that he remembers. Check the word and give credit 
to that group. A child from Group B is then called upon. 
A word must be given but once. The side which gives the 
larger number of words wins. 


Game VIII 

The purpose of this game is to develop the pupils’ sense 
of hearing. . 

Divide the grade into two groups, A and B. Have them 
face in opposite directions. Let a child from Group A say 
a word or make a sentence. Call on a pupil from Group B 
to tell who has spoken. If he guesses right, it will count a 
point in favor of that group. Give Group B the same chance 
to guess. The side which has the larger number of correct 
guesses wins the game. 

Have your pupils close their eyes. Strike, with some¬ 
thing hard, an object in the classroom—the board, your 
desk, the bell, the floor, the iron legs of a desk, etc., and 
have the pupils guess what object was struck. Credit 
guesses in the usual manner. 

Game IX 

The pupils’ sense of observation will be strengthened in 
playing this game. 

Take your pupils out for a five-minute walk. Tell them 
they must remember the name of everything they see. 
When back in the schoolroom have two groups of pupils 
compete with each other in giving the names of the animals 
and things they have seen. The side which has the longer 
list of names wins. 

Vary the game. 


INTRODUCTION 


xix 


Game X 

THE THOUGHT CHAIN 
(To be taught after Lesson 37.) 

NEW WORDS 

chain think stories education America 

(After the new words have been taught, hold up a pencil 
and say:) 

Teacher. What are you thinking about? 

Pupil A. I am thinking about the pencil. 

(The child steps to the front and faces the class.) 

Pupil B. The pencil makes me think of paper. 

Pupil C. Paper makes me think of writing. 

Pupil D. Writing makes me think of words. 

Pupil E. Words make me think of stories. 

Pupil F. Stories make me think of books. 

Pupil G. Books make me think of education. 

Pupil H. Education makes me think of America. 

Game XI 

THE RESTAURANT 
(To be taught after Lesson 4 8 .) 

NEW WORDS 

restaurant waiter cents 

First Girl. I am hungry. 

Second Girl. I am hungry too. 

Third Girl. Let us go to the restaurant and have some¬ 
thing to eat. 

(The girls walk into the restaurant and address the manager or 
owner:) 


XX 


INTRODUCTION 


Girls. Good morning, Mr.-. 

Manager. Good morning, girls. 

What can I do for you? 

First Girl. We are hungry. 

We want something to eat 
Manager. Be seated. 

Waiter. 

(The waiter comes in.) 

The girls want something to eat. 
Waiter. What do you want? 

First Girl. I want soup and bread. 

Second Girl. I want meat and potatoes. 
Third Girl. I want rice and beans. 
Waiter. I am putting on the table cloth. 

I am putting on three knives. 

I am putting on three forks. 

I am putting on three spoons. 

I am putting on three glasses. 

I am pouring water into glasses: 
(The waiter goes away and returns with a tray.) 
Waiter. Here are your soup and bread. 

Here are your meat and potatoes. 
Here are your rice and beans. 
First Girl. I like this soup. 

Second Girl. My meat is good. 

Third Girl. What good rice and beans! 

(When the girls have finished the waiter says:) 
Waiter. Do you want some fruit? 

First Girl. I want an orange. 

Second Girl. Bring me a banana, please. 

Third Girl. I want-. 

How does your orange taste? 
First Girl. It is sweet. 

How is your ———? 





INTRODUCTION 


xxi 


Third Girl. It is good. 

First Girl. How is your banana? 

Second Girl. It is ripe and sweet. 

Third Girl. Let us go home. 

(They all rise.) 

First Girl. How much is it for the soup and bread? 
Manager. Eight cents. 

First Girl. Here it is. 

Manager. Thank you. 

Second Girl. How much is it for the meat and potatoes? 
Manager. It is ten cents. 

Second Girl. Here it is. 

Manager. Thank you. 

Third Girl. How much is it for the rice and beans? 
Manager. Nine cents. 

Third Girl. Here is nine cents. 

Manager. I thank you. 

Girls. Good-by, Mr.-. 

Manager. Good-by, girls. 


Game XII 

PARTS OF THE DAY 
(To be taught after Lesson 88.) 

Pupil X. A, you are morning. 

B, you are forenoon. 

C, you are noon. 

D, you are afternoon. 

E, you are evening. 

F, you are night. 

(The pupils line up in the front part of the room.) 
Pupil X. What are you, children? 

Pupil A. I am morning. 

Pupil B. I am forenoon. 

Pupil C. I am noon. 



XXII 


INTRODUCTION 


Pupil D. 
Pupil E. 
Pupil F. 
Pupil X. 
Pupil A. 
Pupil B. 
Pupil C. 
Pupil D. 
Pupil E. 
Pupil F. 
Pupil X. 
Pupil A. 
Pupil B. 
Pupil C. 
Pupil D. 
Pupil E. 
Pupil F. 
Pupil X. 

Pupil G. 
Pupil H. 
Pupil I. 
Pupil J. 
Pupil K. 
Pupil L. 


I am afternoon. 

I am evening. 

I am night. 

After what do you come? 

I come after night. 

I come after morning. 

I come after forenoon. 

I come after noon. 

I come after afternoon. 

I come after evening. 

Before what do you come? 

I come before forenoon. 

I come before noon. 

I come before afternoon. 

I come before evening. 

I come before night. 

I come before morning. 

What do you do when they come (speaking 
to the pupils in their seats) ? 

When morning comes, I wake up. 

When forenoon comes, I go to school. 

When noon comes, I have lunch. 

When afternoon comes, I go back to school. 
When evening comes, I play. 

When night comes, I go to bed. 


Game XIII 

THE FAIRY 

(To be taught after Lesson 94.) 

NEW WORDS 

fairy wings crown wand 

Note: A little girl should be dressed like a fairy. A piece 
of crepe paper in bright colors tied around her waist with a 


INTRODUCTION 


xxm 


string will form her skirt. Two wings can be made of card¬ 
board covered with crepe paper. The crown, with a little star 
at the front, may be made of cardboard covered with a gift 
paper. A little gilded stick will serve as a wand. 

Fairy. I am a fairy. 

I can do many things with my wand. 

I am going to turn you, children, into domestic 
animals. 

You (touching a child with her wand) are a cat. 

(The child walks to the teacher’s desk, takes a card on 
which is pasted the picture of a cat, and then stands in the 
front part of the room facing the pupils and holding the card 
on his chest. All the children should do the same as they are 
turned into animals by the Fairy.) 

You are a cow. 

You are a dog. 

You are a horse. 

You are a hen. 

You are a sheep. 

You are a duck. 

You are a goat. 

You are a goose. 

You are a pig. 

You are an ox. 

You are a turkey. 

You are a mule. 

(After all the pupils are lined up the Fairy asks:) 

What animals are you? 


Pupil A. 
Pupil B. 
Pupil C. 
Pupil D. 
Pupil E. 
Pupil F. 
Pupil G. 
Pupil H. 
Pupil I. 


I am a cat. 

I am a cow. 

I am a dog. 

I am a horse. 
I am a hen. 

I am a sheep. 
I am a duck. 
I am a goat. 
I am a goose. 


XXIV 


INTRODUCTION 


Pupil J. 

I 

am 

a pig. 




Pupil K. 

I 

am 

an ox. 




Pupil L. 

I 

am 

a turkey. 



Pupil M. 

I 

am 

a mule. 



Fairy. Into 

what are you turned? 

Pupil A. 

I 

am 

turned 

into 

a 

cat. 

Pupil B. 

I 

am 

turned 

into 

a 

cow , 

Pupil C. 

I 

am 

turned 

into 

a 

dog. 

Pupil D. 

I 

am 

turned 

into 

a 

horse. 

Pupil E. 

I 

am 

turned 

into 

a 

hen. 

Pupil F. 

I 

am 

turned 

into 

a 

sheep. 

Pupil G. 

I 

am 

turned 

into 

a 

duck. 

Pupil H. 

I 

am 

turned 

into 

a 

goat. 

Pupil I. 

I 

am 

turned 

into 

a 

goose. 

Pupil J. 

I 

am 

turned 

into 

a 

pig. 

Pupil K. 

I 

am 

turned 

into 

an ox. 

Pupil L. 

I 

am 

turned into 

a 

turkey. 

Pupil M. 

I 

am 

turned into 

a 

mule. 


Fairy. Tell the children who turned you into animals. 
Pupil A. The Fairy turned me into a cat. 

Pupil B. The Fairy turned me into a dog. 

(When all have said into what they have been turned, the 
Fairy tells the pupils who are in their seats to say into what 
animal each one was turned.) 

Fairy. Into what animals were the children turned? 
First Child. X was turned into a cat. 

Second Child. Y was turned into a cow. 

Third Child. Z was turned into a dog. 

(This is kept up to the end of the line.) 

Fairy. Who were turned into animals? 

Child One. X was turned into a cat. 

Child Two. Y was turned into a cow. 

Child Three. Z was turned into a dog. 

(When finished:) 

Fairy. What do you eatt 



INTRODUCTION 


XXV 


Pupil A. 

I 

eat mice and rats. 

Pupil B. 

I 

eat grass. 

Pupil C. 

I 

eat meat. 

Pupil D. 

I 

eat grass and corn. 

Pupil E. 

I 

eat corn. 

Pupil F. 

I 

eat grass. 

Pupil G. 

I 

eat corn. 

Pupil H. 

I 

eat grass. 

Pupil I. 

I 

eat corn. 

Pupil J. 

I 

eat sweet potatoes. 

Pupil K. 

I 

eat grass. 

Pupil L. 

I 

eat corn. 

Pupil M. 

I 

eat grass. 

Note: 

After Lesson 89 is taught the cry of each different 


animal can be given. Example: 

Fairy. What do you sayf 

Pupil A. I say, “Me-ow! Me-ow!” 

Pupil B. I <say, “Bow-wow! Bow-wow!” 

Note: A similar exercise can be given using the names of 
wild animals. 


Game XIV 

(To be taught after Lesson 121.) 

NEW WORDS 


cheese we-e 

(Let five children stand in the front part of the room with 
cards on which are pasted the pictures of the animals they 
represent.) 

Teacher. X is going to be the teacher. 

Pupil X. What are you? 

Pupil A. I am a dog. 

Pupil B. I am a cat. 

Pupil C. I am a hen. 

Pupil D. I am a goat. 


XXVI 


INTRODUCTION 


Pupil E. 
Pupil X. 

Child A. 
Pupil X. 
Child B. 
Pupil X. 
Child C. 
Pupil X. 
Child D. 
Pupil X. 
Child E. 
Pupil X. 
Pupil A. 
Pupil B. 
Pupil C. 
Pupil D. 
Pupil E. 
Pupil X. 

Child F. 
Pupil X. 
Child G. 
Pupil X. 
Child H. 
Pupil X. 
Child I. 
Pupil X. 
Child J. 
Pupil X. 
Pupil A. 
Pupil B. 
Pupil C. 
Pupil D. 
Pupil E, 


I am a rat. 

Who is the first animal (speaking to the 
pupils in their seats) ? 

- is the first animal. 

Who is the second animal? 

- is the second animal. 

Who is the third animal? 

- is the third animal. 

Who is the fourth animal? 

- is the fourth animal. 

Who is the fifth animal? 

- is the fifth animal. 

What do you say , animals? 

I say Bow-wow! 

I say Me-ow! 

I say Cluck! 

I say Ba-a! 

I say We-e! 

What does the first animal say (speaking to 
the pupils in their seats) ? 

The first animal says Bow-wow! 

What does the second animal say? 

The second animal says Me-ow! 

What does the third animal say? 

The third animal says Cluck! 

What does the fourth animal say? 

The fourth animal says Ba-a! 

What does the fifth animal say? 

The fifth animal says We-e! 

What do you eat , animals? 

I eat meat. 

I eat mice and rats. 

I eat corn. 

I eat grass. 

I eat cheese. 







INTRODUCTION 


XXV11 


Pupil X. What does the first animal eat (speaking to 
the pupils in their seats) ? 

Child K. The first animal eats meat. 

Pupil X. What does the second animal eat? 

Child L. The second animal eats mice and rats. 

Pupil X. What does the third animal eat? 

Child M. The third animal eats corn. 

Pupil X. What does the fourth animal eat? 

Child N. The fourth animal eats grass. 

Pupil X. What does the fifth animal eat? 

Child 0 . The fifth animal eats cheese. 

Pupil X. Tell the first animal to walk to his seat 
(speaking to the pupils in their seats). 
Child P. Dog, walk to your seat. 

Pupil A. I am walking to my seat. 

Pupil X. Tell the second animal to run to his seat. 
Child Q. Cat, run to your seat. 

Pupil B. I am running to my seat. 

Pupil X. Tell the third animal to jump to his seat. 
Child R. Hen, jump to your seat. 

Pupil C. I am jumping to my seat. 

Pupil X. Tell the fourth animal to walk slowly to his 
seat. 

Child S. Goat, walk slowly to your seat. 

Pupil D. I am walking slowly to my seat. 

Pupil X. Tell the fifth animal to walk fast to his seat. 
Child T. Rat, walk fast to your seat. 

Pupil E. I am walking fast to my seat. 


Game XV 

THE LITTLE BIRD 
(To be taught after Lesson 26.) 

Teacher. What color is this? 

Pupil. That is green. 


INTRODUCTION 


xxviii 


Teacher. Of what does green make you think? 
Pupil A. Green makes me think of the woods. 


(The children should line up in front of the class.) 


Pupil B. 
Pupil C. 
Pupil D. 
Pupil E. 
Pupil F. 
Pupil G. 
Pupil H. 


The woods make me think of trees. 
Trees make me think of branches. 
Branches make me think of nests. 
Nests make me think of birds. 

Birds make me think of songs. 
Songs make me think of singing. 
Let us sing. 


Note: Let the children sing the; song “Little Bird in the 
Tree” found on page 137: 


Game XVI 

HOUSEKEEPING 

(To be taught after Lesson 156.) 

NEW WORDS AND EXPRESSIONS 

housekeeping furnish furniture 

First Child. Let us play housekeeping. 

Second Child. (A boy) All right, sisters. 

I have built you a nice home. It is for 
you to furnish it. 

First Child. I am going to furnish the living room. 
Third Child. I am going to furnish the dining room. 
Fourth Child. I am going to furnish the bed room. 
Fifth Child. I am going to furnish the kitchen. 

Sixth Child (A boy). I am going to buy an automobile. 
All. Good , brother! 

First Child. Let us telephone to Gonzalez Padin. 

(She goes to the telephone.) 

Seventh Child. Number. 

(Central) 


INTRODUCTION 


XXIX 


First Child. Number -, please. 

(Central rings up Gonzalez Padin.) 

Eighth Child. Hello. 

(Gonzalez Padin) 

First Child. Gonzalez Padin? 

Eighth Child. Yes. 

First Child. -is speaking. I want to buy jurni- 

ture for a living room. 

Eighth Child. All right. 

What do you want? 

First Child. I want a table , a rocking chair, a sofa, 
two arm chairs, a desk and a piano. 
Eighth Child. Very well. I will send these to you. 

First Child. Sister - wants to speak to you. 

Hold the line, please. 

Third Child. Hello! 

Gonzalez Padin? 

Eighth Child. Yes. 

What can J do for you? 

Third Child. I want dining room furniture. 

Eighth Child. What pieces do you want? 

Third Child. I want a table , six chairs , and a china 
closet. 

Eighth Child. Very well. 

I will send them to you. 

Third Child. Sister - wants to speak to you. 

Hold the line, please. 

Fourth Child. Hello! 

Eighth Child. Hello. 

Fourth Child. I want bed room furniture: a bedstead , 
a spring , a mattress , a bureau and a 
chair. 

Eighth Child. Very well. 

Fourth Child. Sister - wants to speak to you. 

Hold the line, please. 







XXX 


INTRODUCTION 


Fifth Child. Hello. 

Eighth Child. Hello. 

Fifth Child. I want to buy something for our kitchen: 

a stove, a kettle, a frying pan, and a 
coffee pot. 

Eighth Child. All right. 

Fifth Child. Brother - wants to speak to you. 

Hold the line, please. 

Sixth Child. Hello! 

Eighth Child. Hello. 

Sixth Child. I want a Ford car. 

Eighth Child. We do not sell automobiles. Call 
Sanchez Morales. 

(Rings up central.) 

Numbert 

Number-, please. 

Hello! 


Eighth Child. 
Seventh Child. 
Sixth Child. 
Ninth Child. 
Sixth Child. 
Ninth Child. 
Sixth Child. 


Is this Sanchez Moralesf 
Yes. 

-is speaking. 


I want a Ford car. 

Have you any on hand? 

Ninth Child. Yes. When will you call for it? 

Sixth Child. To-morrow morning. 

Ninth Child. All right. 

First Child. What a beautiful home we will have! 
Sixth Child. What beautiful rides I shall give you, 
sisters! 


In order to obtain good results in teaching oral English 
three things should be taken into consideration: Pronuncia¬ 
tion, Emphasis and Phrasing. 

Pronunciation. Correct pronunciation can not be over 
emphasized if we wish to have the children form the habit 
from the start of enunciating clearly and distinctly. Slov- 





INTRODUCTION 


XXXI 


enly pronunciation should never be tolerated. As the 
proper pronunciation will be acquired by imitation, it is 
absolutely necessary that the teacher should learn the 
correct pronunciation of every word he is to teach by con¬ 
sulting the Vocabulary found on page 184. He should 
familiarize himself also with the Key to Pronunciation on 
page 181. The value of every diacritical mark should be 
known so as to be able to get the pronunciation of new 
words independently. Whenever possible, a continental 
teacher should be consulted. 

Drills on the pronunciation of words should be given 
often. When possible, words having the same vowel sound 
should be grouped together. Examples: an, and, hand, 
man, can; ate, cake, paste, plate, .pay. 

The children should be drilled on the pronunciation of 
words beginning with s; like school, small, smell, spoon, 
square, stand , etc., to avoid their pronouncing these words 
eschool, esmall , esmell, etc. 

Words ending with s having the sound z seem difficult for 
most Spanish-speaking people to pronounce. This is due 
to the fact that the Spanish s does not have that sound. 
Such words as cats, mats , books, cents, cups and coats will 
cause no trouble to a Spanish-speaking child; whereas boys, 
girls, apples, beans, brings and circles will be pronounced 
with difficulty because the final s has the z sound. 

It is recommended that occasionally all known words 
ending in s be separated into two groups (s having the 
sharp sound and s having the z sound) and that the pupils 
be drilled on the correct pronunciation of both. 

There is a tendency among our children to slight the final 
consonant in many words. For example, they will say, 
The boy pass to the bor to wri the wor han, for The boy 
passed to the board to write the word hand. It is essential 
that drills on words ending in a consonant be given often. 

Emphasis. Emphasis consists of Voice Inflection. The 


xxxii INTRODUCTION . 

children must be led to recognize the word in a sentence 
that requires this inflection if we wish to avoid the repeat¬ 
ing of words in a monotonous sing-song tone. Furthermore, 
it is all important since the meaning of a sentence varies 
according as the emphasis falls on different words. The 
particular location of the emphasis can be obtained by 
proper questioning. Take for example the sentence The 
hoy put the long pencil on the table. Note the different 
shades of meaning conveyed by emphasizing a certain word 
in the sentence: 

1. What did the boy put on the table? 

The boy put the long pencil on the table. 

2. What kind of pencil did the boy put on the table? 

The boy put the long pencil on the table. 

3. Where did the boy put the long pencil? 

The boy put the long pencil on the table. 

4. Who put the long pencil on the table? 

The boy put the long pencil on the table. 

In the first question, by emphasizing what the teacher 
conveys the idea that he wants to know the name of the 
object that the boy put on the table. The child answers 
by emphasizing the word pencil. In the second question, 
the teacher wishes to know the kind of pencil, and the child 
answers by emphasizing the word long. In the third ques¬ 
tion, the teacher wants to know the place, and the child 
answers by emphasizing table. In the fourth question, the 
teacher wishes to know who it was that put the pencil on the 
table, and the child answers by emphasizing the word boy. 

There are two kinds of emphasis: Primary and Secondary. 

The Primary Emphasis is the stronger and conveys the 
Central Idea in a sentence. The Secondary Emphasis is 
not so strong as the former and conveys ideas in a sentence 
second in importance to those of the Central Idea. 

We must recognize, when speaking English, three different 
tones of voice which, for convenience, may be called first, 


INTRODUCTION 


xxxiii 

second and third tones. Note the following sentence the 
words of which are arranged on a scale (as notes in music) 
according to the pitch of voice in which the word is spoken. 
The first line represents the first tone , the second line, the 
second tone and the third line the third tone. 


pencil 


boy put long 


table. 


The the on the 


For convenience, the words in every lesson throughout 
the Manual which receive the 'primary emphasis are writ¬ 
ten in italics. A short and careful study of each sentence 
by the teacher will enable him to pick out the other words 
which are to receive the secondary emphasis. 

Distinction must be made between the primary empha¬ 
sis and that used to convey force. To pronounce a word 
loud and often accompanied with a shake of the head is 
not the kind of emphasis required here. To produce the 
proper tone the voice should be raised naturally and with¬ 
out effort and should not be changed. 

When using an isolated sentence, or disconnected sen¬ 
tences, it is not always easy to tell where the emphasis 
should be placed, as can be seen by the sentence found 
above, The boy put the long pencil on the table. The sen¬ 
tence can be read in four different ways according to the 
meaning one wishes to give it. This is not the case when 
using connected or related sentences. Note where the em¬ 
phasis falls in the following sentences: 


1. What have you? 

I have a book. 

2. Whose book is it? 
It. is my book. 


3. How did you get it? 
It was given me. 

4. Who gave it to you? 
Mother gave it to me, 






XXXIV 


INTRODUCTION 


In these questions and answers the emphasis should be 
on the words in italics and no others. 

Of all the points to be emphasized in the method for 
teaching oral English the most difficult for the teachers is 
emphasis. This is due to the fact that a word or an 
expression is emphasized in a certain way in English while 
the equivalent word or expression in Spanish is emphasized 
in a different way. The following rules have been prepared 
in order to help the teachers to find the proper way to place 
the emphasis in certain words and expressions. 

1. In reading proper names in English the family name 
is emphasized. Example: John Brown. In Spanish, it is 
the Christian name which is emphasized. Example: 
Mercedes Martinez. 

Note: There is an exception to this rule. For example, if 
there are two brothers, John and Charles Brown, it becomes 
necessary to emphasize the Christian name in order to dis¬ 
tinguish between the two. Example: Tell John Brown to 
come here. 

2. Compound English nouns are read by stressing the 
first part. Example: Penknife. In Spanish, the last noun 
is stressed. Example: CortapZnraa. 

3. In reading English phrases composed of a noun pre¬ 
ceded by the article a we emphasize the noun. Example: 
A book. In Spanish, the article is emphasized. Example: 
Un libro. 

4. English phrases composed of a preposition and a noun 
or pronoun are read by emphasizing the preposition. Ex¬ 
amples: For you; with Mary. In Spanish, the noun or 
pronoun is emphasized. Example: Para Ud.; con Maria. 

Note: “For you” and “with May” can be used but they 
have a different meaning. The former means “for you” and 
not “for him” “With May” means “with nobody else but 
May” 

There is a tendency in Porto Rico to emphasize it in a 
phrase composed of a preposition followed by it, or in a phrase 
composed of a verb and it. This is wrong. In both cases, the 
preposition or the verb should be emphasized. Examples: 
For it; with it; take it; read it. 


INTRODUCTION 


XXXV 


5. If an English phrase is composed of two words con¬ 
nected by and the two words are emphasized. Example: 
Bread and milk; run and jump; black and white. In 
Spanish, the first word and the connective are emphasized. 
Examples; Pan y leche; correr y saltar; bianco y negro. 
Note that black in the expression (< black and white” comes 
first and that in the same expression in Spanish the order 
is inverted. 

6. A sentence composed of a subject and a predi¬ 
cate is read by emphasizing the verb. Example: He 
sings. In Spanish, the subject is emphasized. Example: 
El canta. 

Note: He may be emphasized if we wish to say that it is 
he and not she who sings. It answers the question: Who 
sings? 

7. An English compound verb is read by emphasizing the 
main verb. Example: He has sung. In Spanish, the aux¬ 
iliary is emphasized. Example: El ha cantado. 

Note: Has may be emphasized in the answer to the order: 
Tell John that it is his turn to sing. He has sung. Or fol¬ 
lowing a negation: John hasn’t sung. He has sung. 

It is customary in Porto Rico to emphasize do, does and 
did when asking questions when the main verb should be 
emphasized. We hear: 

What do you do? Where does he live? When did he come 
home? 

These should be read as follows: 

What do you do? Where does he live? When did he come 
home? 

Did is emphasized in a question following a series of questions 
iike: 

Question. Did you go to the plaza last night? 

Answer. No. 

Question. Did you go to the post office? 

Answer. No. 

Question. Did you go to the country? 

Answer. No. 

Question. Where did you go then? 

Answer. I went to the theater. 

8. An English sentence composed of a subject, a predi¬ 
cate and a direct object is read by emphasizing the direct 


XXXVI 


INTRODUCTION 


object. Example: He sings a song. In Spanish, the verb 
is emphasized. Example: El cornta una cancion. 

Note: “He sings a song” may be used in English but it 

means that he sings the song, and does not play, whistle or 

hum it. 

Phrasing. Long sentences are made up of a series of 
related thoughts. Grouping the words expressing a thought 
into a phrase is called 'phrasing. Being able to phrase 
properly is very important since the meaning of a sentence 
is often obscure if it is not properly phrased. The phrases 
as well as the words should be recognized as units in a 
sentence. 

The following questions and their answers should be 
studied carefully by every teacher in order to get an idea 
how to phrase properly. The phrases are separated by 
means of dashes. 

1. What—do you see? 

I see—a boy. 

2. What kind—of boy—is he? 

He is—a big boy. 

3. Where—is the boy? 

The boy—is in the street. 

4. In which street—do you see him? 

I see him—in Munoz Rivera Street. 

5. Where—is the ruler? 

The ruler—is on the floor. 

6. Who—put the ruler—on the floor? 

Luis—put the ruler—on the floor. 

7. What—has the boy? 

The boy—has a book. 

8. What—do I do? 

You walk—to the door. 

9. What—is the boy doing? 

The boy—is running. 

10. Who—are playing ball—in the street? 

The boys—and girls—are playing ball—in the street. 


INTRODUCTION 


XXXVll 


The Voice. The proper use of the voice is a point to 
which a teacher should give his careful attention. Often¬ 
times teachers speak louder than is necessary and by so 
doing ruin their voice. 

There are two kinds of tones of voice: head tones and 
chest tones. Head tones are high-pitched, shrill and dis¬ 
agreeable. Teachers should avoid using such tones. Chest 
tones are low-pitched, sonorous, pleasant to the ear and 
carry better. Teachers should train themselves in the use 
of chest tones and should require their pupils to speak in 
the same w&y. 

Questions and Answers. Now comes the important 
matter of the art of questioning, for the success of the 
method depends in a large measure on the questions asked 
by the teacher. The questions must be such that they will 
bring forth the desired answers. For this reason they must 
be clear and direct. Involved questions are out of place in 
the second grade. If one studies carefully each question 
with its corresponding answer in the Manual one will see 
that the child gets most of the construction for his answer 
from the teacher’s question or order. Very often he can 
answer by supplying but one word. For example: 

1. Put the pen on the desk. 2. Who cleaned the board? 

I put the pen on the desk. Luisa cleaned the board. 

Although this may appear to be helping the child too 
much, it is found to be necessary at the start to frame one’s 
questions so as to help the pupils as much as possible. 

There are two kinds of questions: direct and indirect. A 
direct question is one which can be answered by yes or no. 
Example: Have you a book? An indirect question is one 
which can not be answered by yes or no. Example: What 
can you do with a pencil? 

Direct questions should be avoided by the teacher since 
they require very little thinking on the part of the pupils. 


xxxviii INTRODUCTION 

Another kind of question which should not be asked by 
the teacher is that which reveals the answer. Examples: 
Is the boy standing up or sitting down f Do I close or open 
the doorf Is the book green or black? 

A question should be asked but once unless the teacher is 
sure that it was not understood by the pupil. 

A question which has been satisfactorily answered should 
not be repeated. If the question is repeated, it requires no 
thinking on the part of the pupils to answer and is a waste 
of time. 

Before answering a question, a pupil shoufd be given 
time to frame his answer mentally, but when ready, he 
should give it as a whole and not break it up into two or 
three parts. 

Self-expression. One thing which the teachers of the 
primary grades should keep in mind when teaching oral 
English is to encourage self-expression on the part of the 
pupils. The guestion-and-answer method is advisable when 
developing a new lesson or when reviewing lessons very 
recently taught and not thoroughly mastered by the pupils. 
It is then necessary for the teacher to frame his questions 
with a vocabulary that will help the child to give the proper 
reply. This method should not be used so much when 
reviewing the vocabulary of lessons which the children have 
mastered. The pupils should then be trained to think and 
to express their thoughts in their own way. 

In a second grade the pupils should be able to give dozens 
of expressions about an object. For example: I live at 

home. Mother is at home. Our home is on-Street. 

I like my home. Stop at home this evening. 

In answer to the question: “What can you do for your 
mother?” the pupils should answer: I can help mother. I 
can sweep the floor for mother. I can set the table for 
mother. I can read stories to mother. I can buy things 
from the store for mother. 



INTRODUCTION 


XXXIX 


There are many lessons prepared for the teacher in this 
Manual where the children are supposed to express them¬ 
selves without having the teacher ask questions. 

Using Spanish. No doubt many teachers will ask 
themselves the following questions: Is it possible to teach 
English to second grade pupils without using Spanish? 
English can be taught in the lower grades without the use 
of the Spanish language. But, is it the quickest and the 
most satisfactory way? It is not. Then, comes the ques¬ 
tion: If it is advisable to use the Spanish language, to what 
extent may it be used? 

Since the object of teaching oral English is to teach the 
children a speaking vocabulary of the language, it is abso¬ 
lutely necessary that the real meaning of each word be 
fully explained to the pupils. How can the children under¬ 
stand an explanation given them in a language unknown to 
them? There are cases when Spanish can be used advan¬ 
tageously, in fact, it has to be used if one wishes to hold 
the attention of the pupils and have them grasp the mean¬ 
ing of what is being taught them. For example, in teaching 
abstract terms like ivould like, should do, etc. As can be 
seen, it is very difficult to teach such terms without using 
Spanish. 

There is one thing which must be impressed upon 
the mind of every teacher of oral English: The trans¬ 
lation method must not be used. The teacher must not 
say: I see a ruler; Yo veo una regia. The boy can 
walk; El niho puede andar. Close the door; Cierra la 
puerta. 

If this method is used, the pupils have to go through two 
superfluous mental processes: First, constructing the sen¬ 
tence in Spanish, and second, translating the sentence into 
English. The children should be trained to construct their 
sentences in English, which is the only way to have them 
learn to think in this language. 


xl 


INTRODUCTION 


The matter of using Spanish while teaching English may 
be summed up thus: The teacher may use Spanish 

First, when teaching abstract terms. 

Second, whenever it will be a means to save time. 

Third , for testing pupils at the end of some recitations to 
find out if the children understand the lesson. 

Fourth, in giving out directions, for example, when play¬ 
ing games. 

Fifth, when the word or expression needed at the moment 
has not yet been taught to the pupils, and therefore is not in 
their vocabulary. 

As soon as a word or an expression has been taught and 
is understood by the children, its Spanish equivalent should 
not be used. 

Tests. Occasionally, tests should be given to the pupils 
in order to find out if they have mastered what was taught 
them. There are two kinds of tests which may be given. 
First, a test on the pupils’ ability to understand the Eng¬ 
lish language— impression; second, a test on the pupils’ 
speaking knowledge of the language— expression. If the 
word or expression to be reviewed is used in the question or 
order it is a test on impression. If the word or expression 
is not used it is a test on expression. Below are found the 
two ways of testing pupils. 

Words to be reviewed: Yardstick, yard, measure, meas¬ 
ured and cloth. 


. TEST ON IMPRESSION 

Teacher. Take the yardstick. 

Pupil. I take the yardstick. 

Teacher. How many yards long is the yardstick? 
Pupil. The yardstick is one yard long. 

Teacher. Measure the ribbon. 

Pupil. I am measuring the ribbon. 


INTRODUCTION 


xli 


Teacher. Who measured the ribbon? 

Pupil. Luisa measured the ribbon. 

Teacher. Measure the piece of cloth. 

Pupil. I am measuring the piece of cloth. 

TEST ON EXPRESSION 

Teacher. What have I? 

Pupil. You have a yardstick. 

Teacher. How long is the yardstick? 

Pupil. It is a yard long. 

Teacher. What can you do with a yardstick? 

Pupil. I can measure with a yardstick. 

Teacher. What did I do to the board? 

Pupil. You measured the board. 

Teacher. Of what is my dress made? 

Pupil. Your dress is made of cloth. 

As can be seen, the last test is much more difficult than 
the first. If a group of children are tested in both ways 
there is no doubt that they will get a lower average in the 
second test. 

In order to be fair to all the children who are being 
tested the following rules should be observed: 

1. The children should be called upon in the order they 
are seated, or in alphabetic order, and they should be asked 
one question each. 

2. The vocabulary of the lessons (words and expressions) 
should come in the same order as found in the Manual. 

3. A question should be asked twice if a child fails to 
answer the first time—that is, he should be given two 
chances. 

4. If a child fails to answer a question the same question 
should not be asked of the next child as that is equivalent 
to giving him three chances. 


xlii 


INTRODUCTION 


5. A cross should be put down when an answer is given 
correctly and a zero if the answer is incorrect. 

6. The per cent is found by dividing the total number of 
crosses by the total number of pupils examined. 


The Author 


TEACHERS’ MANUAL 

SECOND GRADE 


PART I 

Lesson 1 

Note: Lessons 1 to 20 inclusive are the review of the vo¬ 
cabulary of the First Grade Manual. 

Teacher. Good morning, children. 

Pupils. Good morning. 

Teacher. My name is Miss - . 

What is my name? 

Pupil. Your name is Miss-. 

Teacher. What is your name? 

(This question should be asked of many pupils.) 

Pupil. My name is-. 

Teacher. What is your father’s name? 

Pupil. My father’s name is-. 

Teacher. What is your mother's name? 

Pupil. My mother’s name is-. 

Teacher. Have you any brothers? 

Pupil. I have one brother. 

Teacher. What is his name? 

Pupil. His name is-. 

Teacher. Have you any sisters? 

Pupil. I have two sisters. 

Teacher. What are their names? 

Pupil. Their names are --and-. 


1 










2 


ORAL ENGLISH 


Teacher. Who has a brother in this room? 

Pupil. I have. 

Teacher. Who is your brother? 

Pupil. This is my brother. 

Teacher. Who has a sister in the room? 

Pupil. I. 

Teacher. Where is she? 

Pupil. She is there. 

Teacher. What is the name of your school? 

Pupil. The name of our school is-. 

Teacher. What do you see? 

Pupil. I see a boy and a girl. 

Lesson 2 

Teacher. What have I? 

Pupil. You have a pencil and a ruler. 

Teacher. Where are the book and the pen? 

Pupil. The book and the pen are in the box. 

Teacher. What color is the board? 

Pupil. The board is black. 

Teacher. Where is the crayon? 

Pupil. The crayon is on the desk. 

Teacher. Where are the chair and the table? 

Pupil. The chair and the table are on the floor. 
Teacher. What am I doing? 

Pupil. You are closing the door. 

Teacher. What am I doing now? 

Pupil. You are opening the window. 

Teacher. Where is the picture? 

Pupil. The picture is on the wall. 

Teacher. X, come to me and Y, go to the door. 
What are X and Y doing? 

Pupil. X is coming to you and Y is going to the door. 



SECOND GRADE 


3 


Lesson 3 

Teacher. Walk with me around the room. 

Pupil. I am walking with you around the room. 
Teacher. Who is walking around the room with me? 
Pupil. X is walking around the room with you. 
Teacher. Who can run and jump over the ruler? 
Pupil. Y can run and jump over the ruler. 

Teacher. What am I doing? 

Pupil. You are taking the pointer. 

Teacher. To whom am I giving the pointer? 

Pupil. You are giving the pointer to the girl. 
Teacher. What am I doing? 

Pupil. You are putting on your hat. 

Teacher. And now? 

Pupil. You are taking it off. 

Teacher. Where is the sheet of paper? 

Pupil. The sheet of paper is under the book. 
Teacher. To whom did I bring the eraser? 

Pupil. You brought the eraser to Z. 

Teacher. From what am I taking some ink? 

Pupil. You are taking some ink from the ink bottle. 
Teacher. Into what am I putting the ink? 

Pupil. You are putting the ink into the ink bottle. 

Lesson 4 

Teacher. To what am I pointing? 

Pupil. You are pointing to the basket. 

Teacher. What am I showing you? 

Pupil. You are showing me your pencil. 

Teacher. Where are you sitting? 

Pupil. I am sitting in my seat , 

Teacher. What am I? 

Pupil. You are a teacher. 

Teacher. What are you? 


4 


ORAL ENGLISH 


Pupil. I am a pupil. 

Teacher. What color is the ribbon? 

Pupil. The ribbon is orange. 

Teacher. What color is the circle? 

Pupil. The circle is yellow. 

Teacher. What color is the board? 

Pupil. The board is black. 

Teacher. What color is the triangle? 

Pupil. The triangle is violet. 

Teacher. What color is the grass? 

Pupil. The grass is green. 

Teacher. What are the colors of our flag? 

Pupil. The colors of our flag are red, white and blue. 
Teacher. Let us sing a song. 

What song do you want to sing? 

Pupil. -. 

Teacher. What kind of a song did we sing? 

Pupil. We sang a pretty (beautiful, good ) song. 

Lesson 5 

Teacher. Who has a suit? 

Pupil. X has a suit. 

Teacher. Who has a dress? 

Pupil. Y has a dress. 

Teacher. Count the doors. 

Pupil. One, two, etc. 

Teacher. How many doors has our schoolroom? 

Pupil. Our schoolroom has - doors. 

Teacher. How many windows has it? 

Pupil. It has-windows. 

Teacher. What am I doing? 

Pupil. You are going out of the room. 

Teacher. What am I doing now? 

Pupil. You are coming in. 

Teacher. Who has a coat and trousers? 





SECOND GRADE 


5 


Pupil. X has a coat and trousers. 

Teacher. Who has a blouse and who has a shirt? 

Pupil. Y has a blouse and Z has a shirt. 

Teacher. What have I? 

Pupil. You have a cap. 

Teacher. Who has a black tie? 

Pupil. The boy has a black tie. 

Teacher. What kind of stockings has the girl? 

Pupil. The girl has long stockings. 

Teacher. What do you see? 

Pupil. I see socks. 

Teacher. What have you on your feet? 

Pupil. I have shoes on my feet. 

Lesson 6 

(Point to the different parts of your body and ask but once:) 


Teacher. 

What is this? 

Pupil A. 

That is your head. 

Pupil B. 

That is your body. 

Pupil C. 

That is your hair. 

Pupil D. 

That is your nose. 

Pupil E. 

That is your mouth. 

Pupil F. 

That is your neck. 

Pupil G. 

That is your face. 

Teacher. 

What do you see? 

Pupil H. 

I see your arms. 

Pupil I. 

I see your legs. 

Pupil J. 

I see your ears. 

Pupil K. 

I see your hands. 

Pupil L. 

I see your feet. 

Pupil M. 

I see your teeth. 

Pupil N. 

I see your eyes. 

Teacher. 

What can you do with your mouth? 

Pupil. I can eat with my mouth. 


6 


ORAL ENGLISH 


Teacher. What do you like to eat? 

Pupil. I like to eat candy. 

Teacher. What can you do with your nose? 

Pupil. I can smell with my nose. 

Teacher. With what do you hear? 

Pupil. I hear with my ears. 

Teacher. What do you drink? 

Pupil. I drink water. 

Teacher. What am I doing? 

Pupil. You are pouring some water into the basin. 
Teacher. Wash your hands and tell us with what you 
are doing it. 

Pupil. I am washing my hands with soap and water. 
Teacher. What kind of water was there in the basin? 
Pupil. There was clean water in the basin. 

Teacher. How is the water now? 

Pupil. The water is dirty. 

Teacher. What am I doing? 

Pupil. You are pouring out the water. 

Teacher. What do you want to wipe your hands? 
Pupil. I want a towel. 

Lesson 7 

Teacher. Who wrote the words on the board? 

Pupil. You wrote the words on the board. 

Teacher. Read them. 

Pupil. -, -. 

Teacher. With what can you erase the words? 

Pupil. I can erase the words with an eraser. 

Teacher. What kind of boys are X and Y? 

Pupil. X is a little boy and Y is a big boy. 

Teacher. Who is a large girl and who is a small girl? 
Pupil. X is a large girl and Y is a small girl. 

Teacher. In front of whom am I standing? 

Pupil. You are standing in front of Z. 




SECOND GRADE 


7 


Teacher. Who is behind me? 

Pupil. Z is behind you. 

Teacher. What word is above the word “casa”? 

Pupil. The word “sala” is above the word “casa.” 
Teacher. Where is the word “casa”? 

Pupil. The word “casa” is below the word “sala.” 
Teacher. Who is standing at my left? 

Pupil. The boy is standing at your left. 

Teacher. Who is standing at my rightt 
Pupil. The girl is standing at your right. 

Teacher. What kind of line can you draw? 

Pupil. I can draw a straight line. 

Lesson 8 

Teacher. All stand and form a straight line. 

Be seated. 

Look at this picture and tell me what you see. 
Pupil. I see-. 

Teacher. Who is here and who is there at the door? 

Pupil. I am here and-is there at the door. 

Teacher. What is she and what is he? 

Pupil. She is a girl and he is a boy. 

Teacher. Whose pencil did I give him? 

Pupil. You gave him your pencil. 

Teacher. Whose book has she? 

Pupil. She has her book. 

Teacher. I am taking something from my desk. 

What is it? 

Pupil. It is a ruler. 

Teacher. Where are you? 

Pupil. We are in our seats. 

Teacher. Ask the boy a question. 

Pupil. -? 

Teacheb. Answer it. 

Pupil. -. 






8 


ORAL ENGLISH 


Teacher. Who has something in his hands? 

Pupil. -has something in his hands. 

Teacher. Have I anything in my right hand? 
Pupil. You have nothing in your right hand. 
Teacher. What do you speak in school? 

Pupil. I speak English and Spanish. 

Teacher. What do you speak at home? 
Pupil. I speak Spanish at home. 

Lesson 9 

Teacher. Walk. 

What does he do? 

Pupil. He walks. 

Teacher. What is he doing? 

Pupil. He is walking. 

Teacher. Be seated. 

What did you do? 

Pupil. I walked. 

Teacher. Jump over the ruler. 

Pupil. I am jumping over the ruler. 

Teacher. What is he doing over the ruler? 
Pupil. He is jumping over the ruler. 
Teacher. Stop jumping. 

What did he do? 

Pupil. He jumped over the ruler. 

Teacher. Run around my desk. 

Pupil. I am running around your desk. 
Teacher. What does he do around my desk? 
Pupil. He runs around your desk. 

Teacher. Be seated. 

Around whose desk did he run? 
Pupil. He ran around your desk. 

Teacher. Sing the song-. 

What does she do? 

Pupil. She sings. 




SECOND GRADE 


9 


Teacher. What song is she singing? 

Pupil. She is singing-. 

Teacher. Stop singing. 

What did you do? 

Pupil. I sang. 

Lesson 10 

Teacher. X,.stand here at my desk. 

Come to him. 

What are you doing? 

Pupil. I am coming to him. 

Teacher. What does Y do, X? 

Pupil. Y comes to me. 

Teacher. What did you do? 

Pupil. I came to X. 

Teacher. Go to your seat. 

Pupil. I am going to my seat. 

Teacher. To what seat does Y go? 

Pupil. Y goes to his seat. 

Teacher. Where did he go? 

Pupil. He went to his seat. 

Teacher. Take my ruler to Z. 

Pupil. I am taking your ruler to Z. 

Teacher. What does she take to Z? 

Pupil. She takes your ruler to Z. 

Teacher. Whose ruler did she take to Z? 
Pupil. She took your ruler to Z. 

Teacher. Give the girl my book. 

What is she giving to the girl? 

Pupil. She is giving the girl your book. 
Teacher. Whose book does she give to the girl? 
Pupil. She gives your book to the girl. 

Teacher. Who gave the girl my ruler? 

Pupil. I gave the girl your ruler. 



10 


ORAL ENGLISH 


Lesson 11 

Teacher. What are you doing in your seat? 
Pupil. I am sitting in my seat. 

Teacher. Who sits in her seat? 

Pupil. X sits in her seat. 

Teacher. Who sat on my chair? 

Pupil. You sat on your chair. 

Teacher. Turn to me. 

Pupil. I am turning to you. 

Teacher. Who turns to me? 

Pupil. Y turns to you. 

Teacher. What did Y do? 

Pupil. Y turned to you. 

Teacher. Stand. 

Pupil. I am standing. 

Teacher. What does Y do? 

Pupil. Y stands. 

Teacher. Be seated. 

What did Y do? 

Pupil. Y stood. 

Teacher. Bring me your pencil. 

Pupil. I am bringing you my pencil. 
Teacher. What pencil does Z bring me? 
Pupil. Z brings you his pencil. 

Teacher. What did you bring me? 

Pupil. I brought you my pencil. 

Lesson 12 

Teacher. Look at the board. 

At what does he look? 

Pupil. He looks at the board. 

Teacher. At what is he looking? 

Pupil. He is looking at the board, 

Teacher, What does he see? 


SECOND GRADE 


11 


Pupil. He sees a word. 

Teacher. What word are you seeing? 

Pupil. I am seeing the word “silla.” 

Teacher. Tell the class what word you saw. 

Pupil. I saw the word “silla” 

Teacher. Point to the window. 

Pupil. I am pointing to the window. 

Teacher. What does she dot 
Pupil. She points to the window. 

Teacher. Be seated. 

What did she dot 

Pupil. She pointed to the window. 

Teacher. Show me a picture in your book. 

What does he dot 

Pupil. He shows you a picture in his book. 

Teacher. To whom is he showing a picture? 

Pupil. He is showing you a picture. 

Teacher. What did you show me? 

Pupil. I showed you a picture. 

Teacher. Say something to a girl. 

What is she saying to the girl? 

Pupil. She is saying something to the girl. 

Teacher. What does she dot 
Pupil. She says something to the girl. 

Teacher. What did you dot 
Pupil. I said something to the girl. 

Teacher. Tell the boy what you can do with a pencil. 
What does he tell the boy? 

Pupil. He tells the boy what he can do with a pencil. 
Teacher. Who is telling the boy what he can do with a 
pencil? 

Pupil. X is telling the boy what he can do with a pencil. 
Teacher. What did X tell the boy? 

Pupil. X told the boy what he can do with a pencil. 

(Have* a girl sing.) 


12 


ORAL ENGLISH 


Lesson 13 

Teacher. Listen. 

To whom are you listening? 
Pupil. I am listening to the girl. 

Teacher. Who listens to the girl? 

Pupil. Y listens to the girl. 

Teacher. What did you do? 

Pupil. I listened to the girl. 

Teacher. What can you do with your ears? 
Pupil. I can hear with my ears. 

Teacher. What does she do with her ears? 
Pupil. She hears with her ears. 

Teacher. Ask the boy a question. 

What does Z do? 

Pupil. Z asks the boy a question. 

Teacher. Whom is Z asking a question? 
Pupil. Z is asking the boy a question. 
TeacRer. What did you do? 

Pupil. I asked the boy a question. 

Teacher. Answer the question. 

Whom does he answer? 

Pupil. He answers Z. 

Teacher. Who is answering Z? 

Pupil. The boy is answering Z. 

Teacher. What did you do? 

Pupil. I answered Z. 

Teacher. Repeat the question. 

What does he repeat? 

Pupil. He repeats the question. 

Teacher. What is he doing? 

Pupil. He is repeating the question. 
Teacher. What did he do? 

Pupil. He repeated the question. 

Teacher. What am I doing? 

Pupil. You are reading. 


SECOND GRADE 


13 


Teacher. Tell the class what I do. 

Pupil. Miss - reads. 

Teacher. From what did I read? 

Pupil. You read from the book. 

Lesson 14 

Teacher. Distribute the papers. 

Pupil. I am distributing the papers. 
Teacher. What does X distribute? 

Pupil. X distributes the payers. 

Teacher. What did X do? 

Pupil. X distributed the papers. 

Teacher. Write your names. 

What are they doing ? 

Pupil. They are writing their names. 
Teacher. What does Y do? 

Pupil. Y writes his name. 

Teacher. What did they do? 

Pupil. They wrote their names. 

Teacher. Collect the papers. 

Pupil. I am collecting the papers. 

Teacher. What does she do? 

Pupil. She collects the papers. 

Teacher. What did she do? 

Pupil. She collected the papers. 

Teacher. Count the papers. 

What does she count? 

Pupil. She counts the payers. 

Teacher. What is she doing to the papers? 
Pupil. She is counting the papers. 

Teacher. What did she do? 

Pupil. She counted the papers. 

Teacher. Eat the candy. 

What are you eating? 

Pupil. I am eating candy. 



14 


ORAL ENGLISH 


Teacher. What does Z eat? 

Pupil. Z eats candy. 

Teacher. What did you eat? 

Pupil. I ate candy. 

Teacher. Drink some water . 

What does Z do? 

Pupil. Z drinks water. 

Teacher. What is Z doing? 

Pupil. Z is drinking water. 

Teacher. What did he drink? 

Pupil. He drank water. 

Teacher. Smell the flower. 

What does he do with the flower? 
Pupil. He smells the flower. 

Teacher. What is he smelling? 

Pupil. He is smelling the flower. 

Teacher. Who smelled the flower? 

Pupil. The boy smelled the flower. 

Lesson 15 

Teacher. Speak English to X. 

What does he speak? 

Pupil. He speaks English. 

Teacher. To whom is he speaking English? 
Pupil. He is speaking English to X. 
Teacher. To whom did you speak English? 
Pupil. I spoke English to X. 

Teacher. Close and open the door. 

Pupil. I am closing and opening the door. 
Teacher. What does Y do? 

Pupil. Y closes and opens the door. 
Teacher. What did Y do? 

Pupil. Y closed and opened the door. 
Teacher. What am I drawing? 

Pupil. You are drawing a table. 


SECOND GRADE 


15 


Teacher. Tell the class what I draw. 

Pupil. Miss- draws a table. 

Teacher. What did I do? 

Pupil. You drew a table. 

Teacher. What am I putting to the table? 

Pupil. You are putting legs to the table. 

Teacher. Tell the class who puts legs to the table. 

Pupil. Miss-puts legs to the table. 

Teacher. What did I put to the table? 

Pupil. You put legs to the table. 

Teacher. Rise. 

Pupil. I am rising. 

Teacher. Who rises? 

Pupil. Z rises. 

Teacher. From what did you rise? 

Pupil. I rose from my seat. 

Teacher. Whom are you facing? 

Pupil. I am facing you. 

Teacher. Who faces me? 

Pupil. Z faces you. 

Teacher. Be seated. 

Whom did Z face? 

Pupil. Z faced you. 

Lesson 16 

(Call the names of a few pupils.) 

Teacher. Form a straight line. 

What kind of line are you forming? 
Pupil. We are forming a straight line. 

Teacher. Pass out. 

What are they doing? 

Pupil. They are passing out. 

Teacher. All take your seats. 

What kind of line did they form? 




16 


ORAL ENGLISH 


Pupil. They formed a straight line. 

Teacher. What did they do? 

Pupil. They passed out. 

Teacher. Erase the words from the board. 

Pupil. I am erasing the words from the board. 
Teacher. Who erases the words from the board? 
Pupil. X erases the words from the board. 

Teacher. What did X erase from the board? 

Pupil. X erased the words from the board. 

Teacher. Wash your hands. 

Pupil. I am washing my hands. 

Teacher. Who washes his hands? 

Pupil. Y washes his hands. 

Teacher. What did Y do? 

Pupil. Y washed his hands. 

Teacher. Wipe your hands. 

What is Y doingf 
Pupil. Y is wiping his hands. 

Teacher. With what does Y wipe his hands? 

Pupil. Y wipes his hands with the towel. 

Teacher. What did he do with the towel? 

Pupil. He wiped his hands with the towel. 

Teacher. Pour out the dirty water. 

What does Z dof 

Pupil. Z pours out the dirty water. 

Teacher. What is Z doing? 

Pupil. Z is pouring out the dirty water. 

Teacher. What kind of water did Z pour out? 

Pupil. Z poured out dirty water. 

Note: The three forms of verbs: the progressive present, the 
third person singular present indicative and the past, should be 
emphasized during the whole second year of English. In order 
to master these forms of verbs, exercises like the following 
will be found helpful: 


SECOND GRADE 


17 


EXERCISE 1 

A child performs several actions and the children tell what he 
does. For example: A pupil walks, runs, jumps, closes the 
door, etc. and the rest of the class say: 

Pupil A. He walks. 

Pupil B. He runs. 

Pupil C. He jumps. 

Pupil D. He closes the door. 


EXERCISE 2 

A pupil performs different actions and the other pupils tell 
what the child is doing. 

Pupil A. She is writing on the board. 

Pupil B. She is erasing the words from the board. 

Pupil C. She is closing the window. 

Pupil D. She is opening the window. 

Pupil E. She is going to her seat. 


EXERCISE 3 

A child performs several actions and when finished the rest of 
the class tell what he did. 

Pupil A. He poured water into the basin. 

Pupil B. He washed his hands. 

Pupil C. He wiped his hands. 

Pupil D. He poured out the water. 


EXERCISE 4 # 

A child performs an action and three pupils tell the rest of the 
class the following: 

Pupil A. X reads from his book. 

Pupil B. X is reading from his book. 

Pupil C. X read from his book. 


EXERCISE 5 

Three children stand in front of the class. A fourth child per¬ 
forms an action. The three pupils standing ask the other 
pupils the following questions: 

Pupil A. What does he do? 

Pupil. He draws on the board. 

Pupil B. What is he doing? 

Pupil. He is drawing on the board. 

Pupil C. What did he do? 

Pupil. He drew on the board. 


18 


ORAL ENGLISH 


The teacher will note that the present form of verbs is ex¬ 
cluded in these exercises. The reason is obvious. We never 
use this form when speaking English. In Spanish it can be 
done. For example, one can say: Escribo una carta; or 
Estoy escribiendo una carta. In English only the progressive- 
present form is used: I am writing a letter. 

The present form of verbs is properly used, however, in ex¬ 
pressions like the following: I come to school every day. 
I learn English in school. I read Spanish. 

The present form of verbs like: I read; I play; 1 run; etc. is 
not used throughout the Manual. The teacher should always 
frame his questions in such a way as to avoid having his 
pupils use this form in their answer. 


Lesson 17 

(Review the progressive-present, the third-person-singular- 
present-indicative and the past-tense forms of the following 
verbs, using exercises like those found in Lesson 9: throw, 
pick up, catch, play, sweep, dust, taste, like.) 

Lesson 18 

Teacher. Have you a brother? 

Pupil. Yes. 

Teacher. Have you a sister? 

Pupil. No. 

Teacher. Have you a father? 

Pupil. % I have. 

Teacher. Who has none? 

Pupil. I have none. 

Teacher. Can you take the picture from the wall? 
Pupil. I can not. 

Teacher. Bring me a book. 

For whom is the book? 

Pupil. The book is for you. 

Teacher. Ask X if he can speak English. 

Pupil. Can you speak English? 

Pupil X. Yes. 

Yes, I can. 

I can. 

Teacher. Count to ten. 


SECOND GRADE 


19 


Pupil. One, two, etc. 

Teacher. With what do you sweep the floor? 
Pupil. I sweep the floor with a broom. 
Teacher. With what do you dust? 

Pupil. I dust with a dust cloth. 


Lesson 19 


(Have the pupils use an before the words they know which 
begin with a vowel sound.) 


Pupil. 


An ear. 

An answer. 

An arm. 

An eraser. 

An eye. 

An ink bottle. 

An English book. 
An automobile. 
An apple. 

An orange. 

An egg. 

An old man. 


Lesson 20 

Teacher. What jruit do you like? 

Pupil. I like bananas, oranges, apples and guavas. 
Teacher. Give me the name of something sour. 

Pupil. A green pineapple. 

Teacher. How does a ripe orange taste? 

Pupil. A ripe orange tastes sweet. 

Teacher. Name one good thing and one bad thing. 
Pupil. A sweet apple is good and a sour pineapple is 
bad. 

Teacher. Who does good work in school and who does 
poor work? 

Pupil. X does good work and Y does poor work. 


20 


ORAL ENGLISH 


Teacher. How is this work done? 

Pupil. That work is well done. 

Teacher. What do you see in the picture? 

Pupil. I see a church and a house. 

Teacher. Name a street with trees. 

Pupil. - Street. 

Teacher. In what town do you live? 

Pupil. I live in-. 

Teacher. Who is a woman and who is a manf 

Pupil. - is a woman and - is a man. 

Teacher. Give me the names of two men and two 
women. 


Teacher. What do you want with a carriage? 

Pupil. I want a horse with a carriage. 

Teacher. In what can you take a ride? 

Pupil. I can take a ride in a car (or automobile). 
Teacher. What does the cow give us? 

Pupil. The cow gives us milk. 

Teacher. What does the hen give us? 

Pupil. The hen gives us eggs. 

Teacher. What does the hen do on her eggs? 

Pupil. The hen sits on her eggs. 

Teacher. What comes out of the eggs? 

Pupil. Chickens come out of the eggs. 

Teacher. What animals live in the house? 

Pupil. Dogs and cats live in the house. 

Teacher. What do you see in the sky? 

Pupil. I see the sun and some clouds. 

Teacher. What kind of doll is this? 

Pupil. That is a pretty doll. 

Teacher. Who has a new book and who has an old 
book? 

Pupil. - has a new book and - has an old 

book. 












SECOND GRADE 


21 


Lesson 21 

NEW WORDS 

home living room sofa 

Note: Home is the place where one lives, whether it is 
owned or rented. A person can speak of my house if he owns 
the place. His child can say at home, at the house or at our 
home, but not “at my house” 

Teacher. See this house. 

X lives there. 

It is his home. 

Whose home is it? 

Pupil. It is X’s home. 

Teacher. Where is your home? 

Pupil. My home is on-Street. 

Teacher. Whose house is it? 

Pupil. It is Mr. Y’s house. 

It is my father’s house. 

(Fix a living room on your sand table or show the children the 
picture of a living room. Still better, fix a corner of your 
room, as a living room.) 

Teacher. People live in this room. 

It is a living room. 

What kind of a living room have you at home? 
Pupil. We have a large living room. 

Teacher. This is a sofa. 

We have a sofa at home. 

What is a sofa good for? 

Pupil. A sofa is good to sit on. 

Teacher. Where is the sofa? 

Pupil. The sofa is in the living room. 

Lesson 22 

REVIEW 

Teacher. What do you, your father, mother, brothers 
and sisters do in your living room? 



22 


ORAL ENGLISH 


Pupil. We sit in our living room. 

We read in our living room. 

We speak in our living room. 

We play in our living room. 

We sing in our living room. 

We sit down on the sofa. 

\ 

NEW WORDS 

rocking chair lamp rug 

Note: We sit in a chair which has arms and on a chair if it 
is without arms. An arm chair has arms but no rockers. The 
teacher may teach the term if he wishes. Instead of lamp, 
electric light may be taught. 

Teacher. I am sitting in a rocking chair. 

Whose is it? 

Pupil. It is X’s rocking chair. 

Teacher. Where do we have rocking chairs? 

Pupil. We have rocking chairs in the living room. 
Teacher. There is a lamp on the table. 

What kind of lamp is it? 

Pupil. It is a-lamp. 

Teacher. There is a rug on the floor. 

What is there on the rug? 

Pupil. There is a table on the rug. 

Teacher. What else do you see on the rug? 

Pupil. I see chairs on the rug. 


Lesson 23 
REVIEW 

Teacher. What can you see going home from school? 
Pupil. I can see houses, automobiles, trees, etc. 



SECOND GRADE 


23 


NEW WORDS 

piano knock (n. and v.) visitor visit (v.) 
Teacher. There is a piano in the living room. 

Who has a piano? 

Pupil. X has a piano. 

Teacher. Who can play the piano? 

Pupil. Y can play. 

Teacher. I knock at the door. 

Who knocks at the door? 

Pupil. You knock at the door. 

Teacher. What am I doing? 

Pupil. You are knocking at the door. 

Teacher. I knocked at the door. 

What did I do? 

Pupil. You knocked at the door. 

Teacher. Go out, close the door and knock at the door. 
I hear a knock at the door. 

Who is knocking at the door? 

Pupil. Z is knocking at the door. 

(Open the door and receive the pupil as if a stranger was 
coming to make a visit.) 

Teacher. Good morning, Mr.-. 

(Turn toward the children.) 

Mr. -is a visitor. 

We are going to have a visitor. 

He is going to visit us. 

Be seated. 

Do you like our schoolf 
Pupil. Yes, I do. 

Teacher. Who is our visitor? 

Pupil. Mr. - is our visitor. 

Teacher. Who visits us? 

Pupil. Mr. -visits us. 

Teacher. Who visited us? 

Pupil. Mr. -visited us. 







24 


ORAL ENGLISH 


Lesson 24 

REVIEW 

Teacher. What can you see in a living room? 

Pupil. I can see a piano, a table, some chairs, etc. 
(Review Lesson 23.) 

NEW WORDS AND EXPRESSIONS 

please How are you? or How do you do? 

thank you I am well. 

Teacher. Please erase the words from the board. 

(When the child has finished, say:) 

I thank you. 

Close the door, please. 

Thank you. 

Note: Little time need be taken to teach please and thank 
you, as these shall be used from now on every time the 
teacher asks a favor of the pupils. 

Teacher. X, you are a visitor. 

You are to make us a visit. 

Go out of the room and knock at the door. 
What do you hear? 

Pupil. I hear a knock. 

Teacher. Who is at the door? 

Pupil. A visitor is at the door. 

(Open the door.) 

Good morning, Mr.-. 

Pupil. Good morning, Miss-. 

Teacher. How are you? 

Pupil. I am well , thank you. 

How are you? 

Teacher. Well, I thank you. 

Take a chair. 

Pupil. Thank you. 

(Sit down near the visitor and keep up a simple conversation 
with him. After he has gone ask the pupils:) 




SECOND GRADE 


25 


Teacher. Who was our visitor? 

Pupil. X was our visitor. 

Teacher. What did he do f 
Pupil. He knocked at the door. 

Teacher. What did I do? 

Pupil. You opened the door. 

Teacher. What did I say ? 

Pupil. You said, “Good morning, Mr. -.” 

Teacher. What did he say? 

Pupil. He said, “Good morning, Miss-.” 

Teacher. Then, what did I say? 

Pupil. You said, “How are you?” 

Teacher. What did he answer? 

Pupil. He answered, “I am well, thank you.” 

Lesson 25 

REVIEW 

(Review visitor, visit, knock, please, Thank you, How are youf 
and I am well.) 

NEW EXPRESSIONS 

shake hands I am glad to meet you. 

present or introduce I am pleased to meet you. 

Teacher. I shake hands with you. 

We are shaking hands. 

Shake hands with X. 

What are you doingf 
Pupil. I am shaking hands. 

Teacher. With whom is Y shaking hands? 

Pupil. Y is shaking with X. 

Teacher. What are X and Y doingf 
Pupil. X and Y are shaking hands. 

(Play that one of the girls is a stranger and that you introduce 
her to the pupils.) 

Teacher. Children, this is Miss --. 





26 


ORAL ENGLISH 


Miss-. Good morning, children (bowing her head 

gently). 

Pupils. Good morning. 

Teacher. Miss -, let me introduce (or present ); 

you my pupil, X. 

Miss-. I am pleased (or glad) to meet you. 

Pupil. Thank you. I am glad (or pleased) to meet you.. 
Miss-. I thank you. 


Lesson 26 
REVIEW 

(Let X be the mistress of the house. You are making her a 
visit. Y, whom you do not know, will come in to make a 
brief visit (or call) on X. You and X are sitting down 
speaking.) 

Teacher. X is at home. 

I am visiting her. 

Y is to visit X. 

Y, go out and knock at the door. 

(A knock is heard.) 

Pupil X. I hear a knock. 

Some one is at the door. 

(She goes and opens the door.) 

How do you do, Miss-? 

Pupil Y. I am well, thank you. 

How do you do? 

Pupil X. Well, thank you. 

I am glad to see you. 

Pupil Y. Thank you. 

Pupil X. Miss-, meet Miss Y. 

Teacher. I am pleased to meet you (shaking hands). 

Pupil Y. Thank you. I am glad to meet you. 

Pupil X. Be seated, please. 

(A conversation is kept up.) 








SECOND GRADE 


27 


NEW WORDS 

shook hands met 

Teacher. I shook hands with Miss Y. 

Who shook hands with me? 

Pupil. Miss Y shook hands with you.. 

Teacher. I met Miss Y at Miss X’s. 

Where did we meet? 

Pupil. You met at Miss X's. 

Note: Instead of saying: At Miss Brown’s home, one can 
say: At Miss Brown’s. 

Lesson 27 

REVIEW 

(Make a visit similar to the one found in Lesson 165.) 

NEW WORDS 

again good-by 

Teacher. Come to me and then go to your seat. 

Come again to me. 

What are you doingf 
Pupil. I am coming again to you. 

Teacher. X is going home. 

Good-by, X. 

Pupil. Good-by, Miss-. 

(Have a pupil visit you. When he goes say:) 

Teacher. Good-by, - . 

Pupil. Good-by, Miss-. 

Teacher. Come again. 

Pupil. Thank you. 

Note: Good-by is used when people part, never when they 
meet. 

The making of visits is a very good and interesting exercise if 
the children ask one another original questions and not a 
certain set of questions previously memorized. 





28 


ORAL ENGLISH 


Lesson 28 

REVIEW 

(Have two children make a visit on two other children.) 
NEW WORDS 

doll new old pretty 

Teacher. This is a doll. 

What do you see? 

Pupil. I see a doll. 

Teacher. Who has the doll? 

Pupil. You have the doll. 

Teacher. It is a new doll. 

This doll is old. 

Take the new doll and show it to the children. 
Ask questions of the children. 

(The child asks questions to the class.) 

Teacher. Who has an old book? 

Pupih. X has an old book. 

Teacher. Who has a new book? 

Pupil. I have a new book. 

Teacher. This is a pretty doll. 

This is not a pretty doll. 

Who has a pretty dress? 

Pupil. Y has a pretty dress. 

Teacher. What kind of picture is this? 

Pupil. That is a pretty picture. 

Lesson 29 

REVIEW 

(Review doll, new, old and pretty.) 

NEW WORDS 

dining room china closet 

Teacher. This is a dining room. 

What do we do in a dining room? 


SECOND GRADE 


29 


Pupil. We eat in a dining room. 

Teacher. What do you see in the dining room? 

Pupil. I see a table. 

I see some chairs. 

I see a rug on the floor. 

Teacher. Where are the chairs? 

Pupil. The chairs are around the table. 

Teacher. This is a china closet. 

Where is the china closet? 

Pupil. The china closet is in the dining room. 

Lesson 30 

REVIEW 

Teacher. Who has a dining room at home? 

Pupil. We have a dining room at home. 

Teacher. What have you in your dining room? 

Pupil. We have a table, six chairs, a china closet, etc. 
Teacher. What do you do in your dining room? 

Pupil. We eat in our dining room. 

Note: The pupils should tell the exact furniture they have 
in their homes and not name imaginary pieces. 

NEW WORDS 

dishes table cloth napkin 

Teacher. These are dishes. 

Where are the dishes? 

Pupil. The dishes are on the table. 

Teacher. What do you see in the china closet? 

Pupil. I see dishes in the china closet. 

Teacher. From what do we eat? 

Pupil. We eat from dishes. 

Teacher. This is a table cloth. 

What color is the table cloth? 

Pupil. The table cloth is. white „ 


30 


ORAL ENGLISH 


Teacher. Put the table cloth on the table. 

What are you doing? 

Pupil. I am putting the table cloth on the table. 
Teacher. I have a napkin. 

What am I doing with the napkin? 

Pupil. You are wiping your mouth with the napkin. 
Teacher. What did I do with the napkin? 

Pupil. You wiped your mouth with the napkin. 
Teacher. Where is the napkin? 

Pupil. The napkin is on the table. 

Lesson 31 

REVIEW 

Teacher. Where do we eat? 

Pupil. We eat in the dining room. 

Teacher. Around what do we sit? 

Pupil. We sit around a table. 

Teacher. What do we put on the table? 

Pupil. We put a table cloth on the table. 

Teacher. What else do we put on the table? 

Pupil. We put dishes and napkins. 

Teacher. In what do we eat? 

Pupil. We eat in fishes. 

NEW WORDS 

plate knife knives cut fork 

Teacher. I have a plate in my hand. 

What color is the plate? 

Pupil. The plate is -. 

Teacher. How many.plates do you see on the table? 

Pupil. I see-plates on the table. 

Teacher. This is a knife. 

I can cut with a knife. 

What am I cutting? 




SECOND GRADE 


31 


Pupil. You are cutting a piece of paper. 

Teacher. Cut two pieces of paper with the knife. 

What is X doing? 

Pupil. X is cutting two pieces of paper. 

Teacher. With what is X cutting the paper? 

Pupil. X is cutting the paper with a knije. 

Teacher. What did X do with the knife? 

Pupil. X cut the paper with the knife. 

Teacher. This is a fork. 

What do we do with a fork? 

Pupil. We eat with a fork. 

Lesson 32 

REVIEW 

Teacher. What can you do with a knife? 

Pupil. I can cut with a knife. 

Teacher. What can you do with a fork? 

Pupil. I can eat with a fork. 

Teacher. What can you do with a napkin? 

Pupil. I can wipe my mouth and my hands with a 
napkin. 

Teacher. Do we eat with a knife or with a fork? 
Pupil. We eat with a fork. 

Teacher. How many knives and forks do we put near a 
plate? 

Pupil. We put one knife and one fork near a plate. 

NEW WORDS 

spoon tablespoon teaspoon 

Teacher. This is a spoon. 

Take a large spoon. 

What have you? 

Pupil. I have a large spoon. 

Teacher. Who has a small spoon? 


32 


ORAL ENGLISH 


Pupil. You have a small spoon. 

Teacher. How many spoons do you see? 

Pupil. I see jour spoons. 

Teacher. The large spoon is a tablespoon. 

The small spoon is a teaspoon. 

What kind of spoon have I in my right 
hand? 

Pupil. You have a tablespoon in your right hand. 

Teacher. What kind of spoon have I in my left 
hand? 

Pupil. You have a teaspoon in your left hand. 

Teacher. How many spoons are two teaspoons and 
three tablespoons? 

Pupil. Two teaspoons and three tablespoons are jive 
spoons. 


Lesson 33 

REVIEW 

(Review the vocabulary of the three preceding lessons.) 
NEW WORDS 

cup saucer cupful 

Teacher. This is a cup. 

What color is the cup? 

Pupil. The cup is white. 

Teacher. Pour water into the cup. 

What is X doingf 

Pupil. X is pouring water into the cup. 

Teacher. I have a saucer. 

Where is the cup? 

Pupil. The cup is in the saucer. 

Teacher. From what do you drink? 

Pupil. I drink from the cup. 

Teacher. I am taking a cupful of water. 

How many cupfuls, of. water did I take? 


SECOND GRADE 


33 


Pupil. You took one cupful of water. 

Teacher. Put three cupfuls of water in the basin. 
What are you doing? 

Pupil. I am putting three cupfuls of water into the 
basin. 

Teacher. What did X do? 

Pupil. X put three cupfuls of water in the basin. 


(Have a number of pupils take each an object which is used to 
set a table and have them form a line in front of the class. 


Let the 

pupils from their seats ask them questions.) 

Pupil X. 

What have you? 

Pupil A. 

I have a plate. 

Pupil B. 

I have a knife. 

Pupil C. 

I have a fork. 

Pupil D. 

I have a napkin. 

Pupil Y. 

What did you takef 

Pupil A. 

I took a plate. 

Pupil B. 

I took a knife. 

Pupil C. 

I took a fork. 

Pupil D. 

I took a napkin. 

Pupil Z. 

What do I seef 

Pupil A. 

You see a plate. 

Pupil B. 

You see a knife. 

Pupil C. 

You see a fork. 

Pupil D. 

You see a napkin. 

Teacher. 

Put what you have in your hands on the 
table and say what you are doing? 

Pupil A. 

I am putting the plate on the table. 


Lesson 34 

REVIEW 

(A row of pupils standing in front of the class, each one with 
an object taught in the dining room series.) 

Teacher. What did you takef 
Pupil A. I took a cup. 


34 

ORAL ENGLISH 

Pupil B. 

I took a saucer. 

Pupil C. 

I took a table cloth. 

Teacher. 

What can you do with what you have? 

Pupil A. 

I can drink with a cup. 

Pupil B. 

I can put a cup in a saucer. 

Pupil C. 

I can put a table cloth on the table. 

Teacher. 

What has A? B? C? 

Pupil. A 

has a cup. 

B 

has a saucer. 

C 

has a table cloth. 

Teacher. 

Put what you have on the table and tell us 
what you are doing. 

Pupil A. 

I am putting the cup on the table. 


NEW WORDS 

water pitcher glass 

Teacher. I pour water into the water pitcher 
Where is the water? 

Pupil. The water is in the water pitcher. 

Teacher. Pour out the water from the water pitcher. 
What is X doing? 

Pupil. X is pouring out the water from the water 
pitcher. 

Teacher. This is a glass. 

What can we do with a glass? 

Pupil. We can drink from a glass. 

Teacher. What can we drink from a glass? 

Pupil. We can drink water from a glass. 

Teacher. What else can we drink from a glass? 

Pupil. We can drink milk from a glass. 

Teacher. From what am I drinking? 

Pupil. You are drinking from the glass. 


SECOND GRADE 
Lesson 35 

REVIEW 

(Review the names of things necessary to set a table.) 
NEW WORDS 
coffee coffeepot 
Teacher. I have a cup of coffee. 

What color is the coffee? 

Pupil. The coffee is black. 

Teacher. What kind of coffee have I? 

Pupil. You have black coffee. 

Teacher. This is a coffeepot. 

What do you see in the coffeepot? 
Pupil. I see coffee in the coffeepot. 

Teacher. Pour coffee into the cup. 

Pupil. I pour coffee into the cup. 

Teacher. What kind of coffee is it? 

Pupil. It is black coffee. 

Teacher. What am I doingf 

Pupil. You are pouring milk into the coffee. 

Lesson 36 

REVIEW 

Teacher. What do you take in the morning? 
Pupil. I take coffee in the morning. 

Teacher. I take my coffee with milk. 

How do you take your coffee? 

Pupil. I take my coffee with milk. 

Teacher. Who likes black coffee? 

Pupil. I like black coffee. 

NEW WORDS 

milk pitcher sugar sugar howl 

Teacher. What have I? 

Pupil. You have a pitcher, 


35 


36 


ORAL ENGLISH 


Teacher. What do you see in the pitcher? 
Pupil. I see milk in the pitcher. 

Teacher. This is a milk pitcher. 

What do we put in a milk pitcher? 
Pupil. We put milk in a milk pitcher. 
Teacher. I have sugar. 

Taste it. 

How does it taste? 

Pupil. It tastes sweet. 

Teacher. What is sweet? 

Pupil. The sugar is sweet. 

Teacher. The sugar is in the sugar bowl. 

What is this? 

Pupil. That is a sugar bowl. 

Teacher. Where is the sugar bowl? 

Pupil. The sugar bowl is on the table. 
Teacher. What am I doing? 

PupIl. You are putting sugar in the coffee. 

Lesson 37 

REVIEW 

(Have the children ask one another questions.) 

NEW WORDS 
make made 

(Have everything necessary to make coffee.) 
Teacher. I can make coffee. 

See, I am making coffee. 

What am I doing? 

Pupil. You are making coffee. 

Teacher. Who can make coffee? 

Pupil. My mother can make coffee. 

Teacher. Who makes coffee at your home? 
Pupil. My sister makes coffee at my home. 


SECOND GRADE 


37 


(Have some cloth cut up for making a dress, a coat, trousers, 
etc., and speak about making these things. Also, show the 
children some pictures of people making something: hats, 
shoes, etc.) 

Teacher. I made coffee. 

Who made your dress? 

Pupil. -made my dress 

Teacher. Who made your suit? 

Pupil. -made my suit. 

Lesson 38 

REVIEW 

Teacher. What do we put on the table? 

Pupil. We put a table cloth on the table. 

Teacher. What else do we put? 

Pupil. We put dishes on the table. 

Teacher. What else? 

Pupil. We put knives , forks and spoons. 

Teacher. In what is coffee made? 

Pupil. Coffee is made in a coffeepot. 

Teacher. From what do you drink coffee? 

Pupil. I drink coffee from a cup. 

Teacher. How do you take your coffee? 

Pupil. I take my coffee with milk and sugar. 

Teacher. From what do you take the sugar? 

Pupil. I take the sugar from the sugar bowl. 

Teacher. From what do you take the milk? 

Pupil. I take the milk from the milk pitcher. 

NEW WORDS 

spoonful salt 

Teacher. I am taking a spoonful of sugar. 

How much sugar have I? 

Pupil. You have one spoonful of sugar. 




38 


ORAL ENGLISH 


Teacher. How many spoonfuls of sugar do you put in 
your coffee? 

Pupil. I put-spoonfuls of sugar in my coffee. 

Teacher. How do you like your coffee? 

Pupil. I like my coffee sweet. 

Teacher. This is salt. 

What color is the salt? 

Pupil. The salt is white. 

Teacher. Put three spoonfuls of salt on the plate. 

What is X doing? 

Pupil. X is putting three spoonfuls of salt on the plate. 
Teacher. What did you put on the plate? 

Pupil. I put salt on the plate. 

Teacher. Where is the salt? 

Pupil. The salt is on the plate. 

Lesson 39 

REVIEW 

(Have the children ask one another questions using some of 
the terms taught in the previous lessons.) 

NEW WORD AND EXPRESSIONS 

going to servant set the table 

Note: Going to denotes futurity. It is the easiest way of 
teaching the future tense. The teacher should give plenty of 
drill work to his pupils using this expression until they are 
familiar with the term. 

Teacher. I am going to close the door. 

(Do it.) 

I am going to sit on my chair. 

X is going to stand in front of me. 

What is X going to do? 

Pupil. X is going to stand in front of you. 

Teacher. X, do it. 

(The child stands in front of you.) 



SECOND GRADE 


39 


X is going to take his seat. 

Be seated, X. 

(Put on an apron and dress up as a servant. If a man is the 
teacher, a girl may be dressed up to represent a servant.) 

Teacher. I am not a teacher. 

I am a servant. 

I am going to work in the house. 

What am I? 

Pupil. You are a servant. 

Teacher. I am going to work. 

What am I going to do? 

Pupil. You are going to work f 
Teacher. Where am I going to work? 

Pupil. You are going to work in the house. 

(Sweep, dust or do anything which a servant has to do in the 
house.) 

Teacher. I am going to set the table. 

(Put on the table cloth, the dishes, the knives and forks, etc.) 
I am setting the table. 

What am I doing? 

Pupil. You are setting the table. 

Teacher. What am I setting? 

Pupil. You are setting the table. 

Teacher. The table is set. 

Who set the table? 

Pupil. The servant set the table. 

Lesson 40 
REVIEW 

Teacher. X is the servant. 

Set the table and tell us what you are doing. 
Pupil. I am putting on the table cloth. 

I am putting on the plates. 

I am putting on the knives and forks. 


40 


ORAL ENGLISH 


I am putting on the glasses. 

I am putting on the water pitcher. 

I am putting on the napkins. 

Teacher. Now, the table is set. 

Let us sit down and eat. 

(Call the exact number of pupils you need and have them sit 
around the table.) 

Who are going to eat? 

Pupil. -,-, and-are going to eat. 

Teacher. Who is the servant? 

Pupil. X is the servant. 

NEW WORDS 

meat potato potatoes 

Teacher. This is meat. 

Who eats meat? 

Pupil. I eat meat. 

Teacher. Who likes meat? 

Pupil. I like meat. 

Teacher. What kind of meat do you like? 

Pupil. I like good meat. 

Teacher. This is a potato. 

What have I? 

Pupil. You have a potato. 

Teacher. With what do we eat potatoes? 

Pupil. We eat potatoes with meat. 

Teacher. Who likes meat and potatoes? 

Pupil. I like meat and potatoes. 

Lesson 41 

REVIEW 

Teacher. What does a servant do? 

Pupil A. A servant sweeps the living room. 

Pupil B. A servant dusts the tables, the chairs, the 
piano, etc. 





SECOND GRADE 


41 


Pupil C. A servant sweeps the dining room. 

Pupil D. A servant sets the table. 

NEW WORDS 
bread soup 

Teacher. I am eating bread. 

What did I eat? 

Pupil. You ate bread. 

Teacher. What kind of bread was it? 

Pupil. It was good bread. 

Teacher. Who makes bread in this town? 

Pupil. - makes bread. 

Teacher. There is soup in this plate. 

What do you see? 

Pupil. I see some soup. 

Teacher. Who can make soup at your home? 

Pupil. Mother can make soup. 

My sister can make soup. 

Our servant can make soup. 

Teacher. This soup is made with bread. 

It is bread soup. 

Eat the bread soup. 

What is X doing? 

Pupil. X is eating the bread soup. 

Lesson 42 

REVIEW 

Note: A dinner plate is flat, so we serve meat and potatoes 
on a plate. A soup plate is deep, and for that reason we 
say that soup is served in a plate. 

Teacher. In what do we eat soup? 

Pupil. We eat soup in a plate. 

Teacher. On what do we eat potatoes? 

Pupil. We eat potatoes on a plate , 



42 


ORAL ENGLISH 


Teacher. From what do we drink coffee? 

Pupil. We drink coffee from a cup. 

(You may ask also:) 

Teacher. In what do we drink coffee? 

Pupil. We drink coffee in a cup. 

Teacher. From what do we drink water? 

Pupil. We drink water from a glass. 

Teacher. With what do we cut meat? 

Pupil. We cut meat with a knife. 

Teacher. With what do we eat? 

Pupil. We eat with a fork. 

Teacher. With what do we eat soup? 

Pupil. We eat soup with a spoon. 

Teacher. With what do we put sugar in our coffee? 
Pupil. We put sugar in our coffee with a teaspoon. 
Teacher. With what do we put milk in our coffee? 
Pupil. We put milk in our coffee with a milk pitcher. 
Teacher. With what do we put water in our glass? 
Pupil. We put water in our glass with a water pitcher. 

NEW WORDS 
rice beans 

Teacher. I have rice. 

What color is the rice? 

Pupil. The rice is white. 

Teacher. Where is the rice? 

Pupil. The rice is on the plate. 

Teacher. These are beans. 

What kind of beans are they? 

Pupil. They are red (or white) beans. 

Teacher. Where are the beans? 

Pupil. The beans are on the plate. 

Teacher. Who likes rice and beans? 

Pupil. I like rice and beans. 


SECOND GRADE 


43 


Lesson 43 

REVIEW 

Teacher. If soup is made of bread what kind of soup 
is it? 

Pupil. It is bread soup. 

Teacher. If it is made of rice? 

Pupil. It is rice soup. 

Teacher. If it is made of beans? 

Pupil. It is bean soup. 

Teacher. If it is made of potatoes? 

Pupil. It is potato soup. 

NEW WORDS 

butter fish 

Teacher. I am putting butter on the bread. 

With luhat am I putting the butter on the 
bread? 

Pupil. You are putting the butter on the bread with a 

knife. 

Teacher. What am I doing? 

Pupil. You are eating. 

Teacher. What am I eating? 

Pupil. You are eating bread and butter. 

Teacher. I see some fish. 

Where is the fish? 

Pupil. The fish is one the plate. 

Teacher. How many of you like fish? 

(The pupils raise their hands.) 

How many do not like fish? 

Where does the fish live? 

Pupil. The fish lives in the water. 

Note: The word fish has been used in this lesson collec¬ 
tively. We say fishes when a numerical adjective is used. 
Examples: He caught five fishes. I bought two fishes. 


44 


ORAL ENGLISH 


Lesson 44 

REVIEW 

Teacher. Who can make hats? 

Pupil. - can make hats. 

Teacher. —- who can make dresses? 

Pupil. - can make dresses. 

- can make suits. 

- can make trousers. 

- can make coffee. 

- can make bread. 

- can make soup. 

- can make candy. 

NEW WORDS 

tomato tomatoes salad 

Teacher. This is a tomato. 

What color is the tomato? 

Pupil. The tomato is red. 

Teacher. What are tomatoes good for? 

Pupil. Tomatoes are good to eat. 

Teacher. How many of you can eat tomatoes? 

Who can not eat tomatoes? 

Pupil. I can not eat tomatoes. 

Teacher. I am making a salad. 

With what am I making the salad (showing 
the tomatoes to the children) ? 

Pupil. You are making the salad with tomatoes. 
Teacher. Who makes salads at your home? 

Pupil. - makes salads at home. 

Teacher. Who likes salads? 

Pupil. I like salads. 












SECOND GRADE 


45 


Lesson 45 

REVIEW 

Teacher. If a salad is made of tomatoes it is a tomato 
salad. 

If it is made of potatoes? 

Pupil. It is a potato salad. 

Teacher. If it is made of fruit? 

Pupil. It is a fruit salad. 

Teacher. If it is made of eggs? 

Pupil. It is an egg salad. 

Teacher. If it is made of fish? 

Pupil. It is a fish salad. 

Teacher. What kind of salad do you like? 

Pupil. I like a-salad. 

NEW WORDS 

guava paste guava jelly 

Teacher. I am eating guava paste. 

Taste the guava paste. 

Do you like it? 

Pupil. Yes, I do. 

Teacher. What kind of guava paste is it? 

Pupil. It is good (or sweet) guava paste. 

Teacher. Guava paste is made of guavas. 

What are guavas? 

Pupil. Guavas are fruit. 

Teacher. What kind of fruit are guavas? 

Pupil. Guavas are good fruit. 

Teacher. This is jelly. 

Of what is it made? 

Pupil. It is made of guavas. 

Teacher. Yes, it is guava jelly. 

With what do you eat guava jelly? 



46 


ORAL ENGLISH 


Pupil. I eat guava jelly with bread (or with bread and 
butter). 

Note: The teacher may teach apple jelly. 

Lesson 46 


REVIEW 


Teacher. 

What do you 

like to eat? 

Pupil 

A. 

I 

like 

to 

eat 

tomato salad. 

Pupil 

B. 

I 

like 

to 

eat 

bread and butter. 

Pupil 

C. 

I 

like 

to 

eat 

rice soup. 

Pupil 

D. 

I 

like 

to 

eat 

meat. 

Pupil 

E. 

I 

like 

to 

eat 

fish. 

Pupil 

F. 

I 

like 

to 

eat 

guava paste. 

Pupil 

G. 

I 

like 

to 

eat 

fruit. 

Pupil 

H. 

I 

like 

to 

eat 

apples. 

Pupil 

I. 

I 

like 

to 

eat 

oranges. 

Pupil 

J. 

I 

like 

to 

eat 

pineapples. 

Pupil 

K. 

I 

like 

to 

eat 

bananas. 


NEW WORDS 

cake dessert cocoa 

Teacher. I have some cake. 

Take a piece of cake and eat it. 

How does it taste? 

Pupil. It tastes good (or sweet). 

Teacher. Who can make cake? 

Pupil. -can make cake. 

Teacher. At the table I eat soup, meat , potatoes and a 
salad. 

Then I eat cake. 

I eat jelly. 

That is the dessert. 

I like cake for dessert. 

What do you like for dessert? 



SECOND GRADE 


47 


Pupil. I like jelly. 

I like fruit. 

I like bread and butter and guava jelly. 
Teacher. This is cocoa. 

Who likes cocoa? 

Pupil. I like cocoa. 

Teacher. In what do you drink cocoa? 

Pupil. I drink cocoa in a cup. 

Lesson 47 

REVIEW 

(Take an imaginary meal with the pupils.) 

Teacher. We are now at a table. 

We are going to eat well. 

What are we going to have? 

Pupil. We are going to have soup. 

Teacher. And then? 

Pupil. We are going to have meat. 

We are going to have potatoes. 

We are going to have bread. 

We are going to have a salad. 

We are going to have cake. 

We are going to have fruit. 

We are going to have coffee. 

NEW WORDS 
hungry thirsty 

Teacher. I am hungry. 

Give me something to eat. 

Who is hungry? 

Pupil. / am hungry. 

Teacher. If you are hungry, have something to eat. 

What is X doingf 
Pupil. X is eating. 


48 


ORAL ENGLISH 


Teacher. Who was hungry? 

Pupil. X was hungry. 

Teacher. What did you do? 

Pupil. I ate. 

Teacher. Are you hungry now? 

Pupil. No. 

Teacher. X ate. 

X is not hungry. 

X is thirsty. 

Who is thirsty? 

Pupil. X is thirsty. 

Teacher. Have some water. 

Are you thirsty now? 

Pupil. No, I am not. 

Teacher. Who was thirsty? 

Pupil. X was thirsty. 

Teacher. What did X do? 

Pupil. X drank some water. 

Teacher. How is X now? 

Pupil. X is not thirsty. 

Lesson 48 
REVIEW 

Teacher. If you are thirsty, what do you do? 
Pupil. If I am thirsty , I drink water. 
Teacher. If you are hungry, what do you do? 
Pupil. If I am hungry, I eat. 

Teacher. If you are hungry, what do you eat? 
Pupil. If I am hungry, I eat-. 

NEW WORDS 
want when 

Teacher. I am hungry. 

I want to eat. 

What do I want to do? 



SECOND GRADE 


49 


Pupil. You want to eat. 

(Have different things good to eat.) 

Teacher. What do you want? 

Pupil. I want some cake. 

Teacher. Take some. 

(The child helps himself.) 

Pupil. Thank you. 

Teacher. What do you want? 

Pupil. I want some candy. 

Teacher. Take some. 

Pupil. Thank you. 

Teacher. When I am thirsty, I drink. 

When I am hungry, I eat. 

What do you do when you are thirsty? 
Pupil. I drink when I am thirsty. 

Teacher. What do you do when you are hungry? 
Pupil. I eat when I am hungry. 

(Speak to a boy.) 

Teacher. When you come to the door what have you on 
your head? 

Pupil. When I come to the door I have my hat on my 
head. 

Teacher. What do you do when you come in? 

Pupil. When I come in, I take off my hat. 

Teacher. When you go out, what do you do? 

Pupil. When I go out, I put on my hat. 


Lesson 49 

REVIEW 

Teacher. What do you say to me when you come to 
school in the morning? 

Pupil. When I come to school in the morning I say, 
“Good morning, Miss -.” 



50 


ORAL ENGLISH 


Teacher. What do you say when you come to school in 
the afternoon? 

Pupil. When I come to school in the afternoon I say, 

“Good afternoon, Miss-.” 

Teacher. What do you do when you are in your seat? 
Pupil. When I am in my seat I work; I do my work; I 
read; I write, etc. 

Teacher. What do you do when I say, “Stand.” 

Pupil. When you say, “Stand,” I stand up. 

Teacher. What do you do when I say, “Be seated” 
Pupil. When you say, “Be seated, I sit down. 

Teacher. What do you do when you are hungry? 
Pupil. When I am hungry, I eat. 

Teacher. What do you do when you are thirsty? 
Pupil. When I am thirsty, I drink. 

NEW EXPRESSIONS 
Will you have? If you please 

(Have some pupils sit at the table for a meal with you.) 

Teacher. Will you have some soup? 

Pupil. If you please. 

(Give him some soup.) 

Thank you. 

(The other children are served in the same way.) 

Teacher. Will you have some meat and potatoes? 
Pupil. Some meat, if you please. 

Thank you. 

Teacher. Have some bread? 

Pupil. Thank you. 

(When through eating, the teacher (the mistress of the house) 
rises and all the pupils (the guests) do the same.) 



SECOND GRADE 


51 


Lesson 50 

(Play that four children form a family: father, mother, brother 
and sister.) 

Mother. Set the table, please. 

Sister. I am putting on a plate for mother. 

I am putting on a plate for father. 

I am putting on a plate for brother. 

I am putting on a plate for myself. 

(Let her put on the knives and forks; also the spoons.) 

I am putting on a knife and a fork for father. 

I am putting on spoons for father. 

(When the table is set let them sit down and eat. The father 
should help the others to soup, meat, etc. The dessert may 
be served by the father or by the mother.) 


Lesson 51 

NEW WORDS 

kitchen stove charcoal match 

Note: There are different kinds of stoves according to the 
way they are heated: electric stove, gas stove, oil stove, coal 
stove, and wood stove. Teach the kind most commonly known 
to your pupils. 

In most communities the word stove need not be taught 
since fires are built on grates (anafre). 

We make, build or start a fire. 

Teacher. This is a kitchen. 

What do you see? 

Pupil. I see a kitchen. 

Teacher. How many kitchens have you at home? 
Pupil. We have one kitchen at home. 

Teacher. This is a stove. 

What do you see? 

Pupil. I see a stove. 

Teacher. Where is the stove? 

Pupil. The stove is in the kitchen. 


52 


ORAL ENGLISH 


Teacher. This is charcoal. 

What color is the charcoal? 

Pupil. The charcoal is black. 

Teacher. Where did you see charcoal? 

Pupil. I saw charcoal at home. 

Teacher. I have a match. 

What do you see? 

Pupil. I see a match. 

Teacher. Who has the match? 

Pupil. You have the match. 

Teacher. How many matches do you see in the box? 
Pupil. I see-matches. 

Note: If wood is used instead of charcoal, teach the word 
wood. 

Lesson 52 

REVIEW 

Teacher. What is this? 

Pupil. That is a kitchen. 

Teacher. What do you see in the kitchen? 

Pupil. I see a stove in-the kitchen. 

Teacher. What color is the charcoal? 

Pupil. The charcoal is black. 

Teacher. What is there in the box? 

Pupil. There are matches in the box. 

NEW WORDS 

build built fire burn burnt 

Teacher. I am going to build a fire. 

(Put little pieces of wood together and place pieces of charcoal 
around them. Strike a match and set the wood on fire.) 

What do you see? 

Pupil. I see fire. 

Teacher. Who built the fire? 

Pupil. You built the fire. 



SECOND GRADE 


53 


Teacher. The fire burns. 

(Strike a match and let it burn.) 

What is burning? 

Pupil. The match is burning. 

Teacher. It is all burnt. 

Burn a piece of paper. 

Pupil. I am burning a piece of paper. 

Teacher. What burns the piece of paper? 

Pupil. The fire burns the piece of paper. 

Teacher. What did X do? 

Pupil. X burnt the piece of paper. 

Lesson 53 

REVIEW 

Teacher. X is going to build a fire. 

What do you want to build the fire? 

Pupil. I want some charcoal. 

Teacher. What else does X want? 

Pupil. He wants some matches. 

Teacher. What does the fire do to the charcoal? 

Pupil. The fire burns the charcoal. 

Teacher. What is the fire doing? 

Pupil. The fire is burning. 

Teacher. What did the fire do to the match? 

Pupil. The fire burnt the match. 

NEW WORDS 

kettle boil boiled cook (n. and v.) cooked 

Teacher. This is a kettle. 

Where is the kettle? 

Pupil. The kettle is on the stove. 

(If a charcoal fire is used have the child say: The kettle is on 
the fire.) 


54 


ORAL ENGLISH 


Teacher. What is there in the kettle? 

Pupil. There is water in .the kettle. 

Teacher. The fire is going to make the water boil. 

What does the water dof 
Pupil. The water boils. 

Teacher. I am going to cook some potatoes. 

What is cooking the potatoes? 

Pupil. The boiling water is cooking the potatoes. 
Teacher. I cook potatoes. 

I cook meat. 

I cook many things. 

I am the cook. 

Who is the cook at your home? 

Pupil. X is our cook. 

Teacher. Who has no cook at home? 

Pupil. We have no cook. 

Teacher. Who does the cooking? 

Pupil. Mother (or sister) does the cooking. 
Teacher. The potatoes are cooked. 

What kind of potatoes do you eat? 
Pupil. I eat cooked potatoes. 

Teacher. They are boiled potatoes. 

Who boiled the potatoes? 

Pupil. You boiled the potatoes. 

Lesson 54 

REVIEW 

Teacher. Who cooks something to eat? 

Pupil. The cook cooks something to eat. 
Teacher. How did I cook the potatoes? 

Pupil. You boiled the potatoes. 

Teacher. In what did I boil the potatoes? 

Pupil. You boiled the potatoes in a kettle. 
Teacher. On what was the kettle? 


SECOND GRADE 


55 


Pupil. The kettle was on the stove (or fire). 

Teacher. What cooked the potatoes? 

Pupil. The fire cooked the potatoes. 

Teacher. Who built the fire? 

Pupil. You built the fire. 

Teacher. With what did I build the fire? 

Pupil. You built the fire with charcoal. 

NEW WORDS 

frying pan fry fried food 

Teacher. This is a frying pan. 

Where is the^ frying pan? 

Pupil. The frying pan is on the stove. 

Teacher. I am going to fry an egg. 

In what am I going to fry the egg? 

Pupil. You are going to* fry the egg in the frying pan. 
Teacher. What is frying in the frying pan? 

Pupil. The egg is frying in the frying pan. 

Teacher. Who fried the egg? 

Pupil. You fried the egg. 

Teacher. Eggs are food. 

Meat, bread and potatoes are food. 

Name something which is food. 

Pupil. Milk is food. 

Soup is food. 

Tomatoes are food. 

Fish is food. 

Butter is food. 

Fruit is food. 

Sugar is food. 

Lesson 55 

REVIEW 

Teacher. Name some cooked food. 

Pupil. Meaty potatoes, bread, eggs, and cake. 


56 


ORAL ENGLISH 


Teacher. Name all the kinds of food you like. 

Pupil. I like-,-,-• 

Teacher. Name some food that you like boiled. 

Pupil. Meat, potatoes, eggs, and sweet potatoes. 
Teacher. Name some fried food. 

Pupil. Meat, eggs, potatoes, bananas and sweet 
potatoes. 

NEW WORDS 

bedroom bed bedstead 

Note: A bedstead is the frame work of a bed. 

Teacher. This is a bedroom. 

What do you see? 

Pupil. I see a bedroom. 

Teacher. How many bedrooms have you at home? 

Pupil. We have-bedrooms at home. 

Teacher. How many bedrooms are there in your home? 

Pupil. There are- bedrooms in our home. 

Teacher. I see a bed in the bedroom. 

What is this? 

Pupil. That is a bed. 

Teacher. How many beds are there in your bedroom? 

Pupil. There are-beds in my bedroom. 

There is one bed in my bedroom. 

Teacher. This is a bedstead. 

What is this? 

Pupil. That is a bedstead. 

Teacher. What color is the bedstead? 

Pupil. The bedstead is-. 

Lesson 56 

REVIEW 

Teacher. Who has a bedroom? 

Pupil. I have. 

Teacher. What have you in your bedroom? 









SECOND GRADE 


57 


Pupil. I have a bed, a table , a chair, etc. 
Teacher. What color is your bedroom? 

Pupil. My bedroom is-. 

Teacher. Who has a white bedroom? 

Pupil. X has a white bedroom. 

Teacher. Who has a white bedstead? 

Pupil. I have a white bedstead. 

NEW WORDS 

spring mattress sheet blanket 

Teacher. This is a spring. 

Where is the spring? 

Pupil. The spring is on the bedstead. 

Teacher. This is a mattress. 

On what is the mattress? 

Pupil. The mattress is on the spring. 

Teacher. I am taking a sheet. 

What color is the sheet? 

Pupil. The sheet is white. 

Teacher. Where am I putting the sheet. 

Pupil. You are putting the sheet on the mattress. 
Teacher. How many sheets did I put on the bed? 
Pupil. You put two sheets on the bed. 

Teacher. This is a blanket. 

On what did I put the blanket? 

Pupil. I put the blanket on the sheets. 

Lesson 57 

REVIEW 

Teacher. On what is the spring? 

Pupil. The spring is on the bedstead. 

Teacher. On what is the mattress? 

Pupil. The mattress is on the spring. 

Teacher. On what are the sheets? 



58 


ORAL ENGLISH 


Pupil. The sheets are on the mattress. 

Teacher. On what is the blanket? 

Pupil. The blanket is on the sheets. 

NEW WORDS 

bedspread pillow pillowcase 

Teacher. This is a bedspread. 

What color is the bedspread? 

Pupil. The bedspread is-. 

Teacher. On what am I putting the bedspread? 

Pupil. You are putting the bedspread on the sheets. 
Teacher. This is a pillow. 

On what do we put a pillow? 

Pupil. We put a pillow on a bed. 

Teacher. This is a pillowcase. 

Put the pillow into the pillowcase. 

Pupil. I am putting the pillow into the pillowcase . 
Teacher. Put the pillow on the bed. 

Who is putting the pillow on the bed? 

Pupil. X is putting the pillow on the bed. 

Lesson 58 

REVIEW 

(Have a child make a bed and tell what he is doing.) 

Pupil. I am putting two sheets on the mattress. 

I am putting a blanket on the sheets. 

I am putting a bedspread on the sheets. 

I am putting the pillow into the pillowcase. 

I am putting the pillow on the bed. 

NEW WORDS 

bureau or dresser wardrobe closet 

Note: A bureau or dresser is a chest of drawers with a 
mirror. A wardrobe is a portable chest for keeping clothes. A 
closet is built in the wall of a room. In Porto Rico wardrobes 
are more common than closets. A chiffonier is a high chest of 
drawers. The latter term may be taught also. 



SECOND GRADE 


59 


Teacher. This is a bureau (or a dresser). 

Where is the bureau? 

Pupil. The bureau is in the bedroom. 

Teacher. Here is a wardrobe. 

What do women put in wardrobes? 

Pupil. Women put their dresses in wardrobes. 

Teacher. What do men put in wardrobes? 

Pupil. Men put their suits in wardrobes. 

(I { the word closet is taught have a similar conversation using 
the word.) 


Lesson 59 

REVIEW 

Teacher. What do you see in the bedroom? 

Pupil. I see a bed. 

I see a dresser. 

I see a wardrobe. 

I see a table. 

I see a rocking chair. 

Teacher. Of what is a bed made? 

Pupil. A bed is made of a bedstead, a spring and a 
mattress. 

Teacher. What do we put on a bed? 

Pupil. We put two sheets, a blanket, a spread and some 
pillows. 

NEW WORDS 

looking-glass hairpin brush (n. and v.) hair brush 

Teacher. This is a looking-glass. 

Where do we have a looking-glass? 

Pupil. We have a looking-glass in a bedroom. 
Teacher. I have a hairpin. 

Who have hairpins, women or girlsf 
Pupil. Women have hairpins. 


60 


ORAL ENGLISH 


Teacher. This is a brush. 

What do you see? 

Pupil. I see a brush. 

Teacher. I brush my hair. 

With what do I brush my hair? 

Pupil. You brush you hair with a brush. 

Teacher. This is a hair brush. 

With what kind of brushes do we brush our 
hair? 

Pupil. We brush our hair with hair brushes. 

Lesson 60 
REVIEW 

Teacher. With what do you brush your hair? 

Pupil. I brush my hair with a hair brush. 

Teacher. In what do you look? 

Pupil. I look in a looking-glass. 

Teacher. What do women put in their hair? 

Pupil. Women put hairpins in their hair. 

(Review the expressions upon which the pupils need to be 
drilled.) 

NEW WORDS 

comb (n. and v.) combed use used clothes bedclothes 

Teacher. This is a comb. 

What color is the comb? 

Pupil. The comb is-. 

Teacher. I use a comb to comb my hair. 

I am combing my hair. 

What am I doing? 

Pupil. You are combing your hair. 

Teacher. What do I use to comb my hair? 

Pupil. You use a comb to comb your hair. 

Teacher. Comb your hair. 

Pupil. I am combing my hair. 



SECOND GRADE 


61 


Teacher. What does she do? 

Pupil. She combs her hair. 

Teacher. With what did she comb her hair? 

Pupil. She combed her hair with a comb. 

Teacher. What did she use to comb her hair? 

Pupil. She used a comb to comb her hair. 

Teacher. I have clothes. 

What do we use on our bodies? 

Pupil. We use clothes on our bodies. 

Teacher. What are dresses, blouses, coats and trousers? 
Pupil. They are clothes. 

Teacher. Sheets, blankets and pillowcases are bed - 
clothes. 

Where do we use bedclothes? 

Pupil. We use bedclothes on our beds. 

Lesson 61 

REVIEW 

Teacher. What do you use on your body? 

Pupil. I use clothes on my body. 

Teacher. In what do you put your clothes at home? 
Pupil. I put my clothes at home in a wardrobe (or 
closet). 

Teacher. What kind of clothes do you use on your 
bed? 

Pupil. I use bedclothes on my bed. 

Teacher. What do we do to dirty clothes. 

Pupil. We wash dirty clothes. 

Teacher. With what do we brush our hair? 

Pupil. We brush our hair with a hair brush. 

Teacher. With what do we comb our hair? 

Pupil. We comb our hair with a comb, 


62 


ORAL ENGLISH 


NEW WORDS 

lie lying lay sleep slept wake woke 

Note: Wake is often used with up. Awake means the same 
as wake. 

Teacher. The doll lies in bed. 

It is lying in bed to sleep. 

Where is the doll lying? 

Pupil. The doll is lying in bed. 

Teacher. What is the doll doing? 

Pupil. The doll is sleeping. 

Teacher. I am going to wake it (or to wake it up, or to 
awake it). 

Wake up. 

(Pick up the doll so it will open its eyes.) 

Who woke (or woke up, o t awoke ) the doll? 
Pupil. You woke the doll. 

Teacher. The doll slept. 

Where did it sleep? 

Pupil. It slept in its bed. 

Teacher. The doll lay in bed. 

In what bed did she lie? 

Pupil. She lay in its bed. 

Lesson 62 
REVIEW 

Teacher. Where do you lie to sleep? 

Pupil. I lie in my bed. 

Teacher. Where is your bed? 

Pupil. My bed is in my bedroom. 

Teacher. What bedclothes do you use? 

Pupil. I use-,-,-. 

Teacher. Who lay the doll in its bed? 

Pupil. You lay the doll in its bed. 





SECOND GRADE 63 

Teacher. What did it do in its bed? 

Pupil. It slept. 

Teacher. Who woke it up? 

Pupil. You woke it up. 

(Have the pupils play a game and use the expressions go to 
sleep and wake up. Let them ask questions to one another 
using words found in the bedroom series.) 

NEW WORDS 

bath room bath tub baths 

Teacher. This is a hath room. 

Who has a bath room at home? 

Pupil. We have a bath room. 

Teacher. This is a bath tub. 

Where is the bath tub? 

Pupil. The bath tub is in the bath room. 

Teacher. What color is the bath tub? 

Pupil. The bath tub is-. 

Teacher. We use the bath tub to take a bath. 

In what do we take a bath? 

Pupil. We take a bath in a bath tub. 

Lesson 63 

REVIEW 

(Review bath room, bath tub and bath.) 

NEW WORDS 

soap dish bathe bathed tooth brush 

Teacher. I have a soap dish. 

What do you see in the soap dish? 

Pupil. I see some soap in the soap dish. 

Teacher. Who has the soap dish? 

Pupil. You have the soap dish. 

Teacher. We bathe in bath tubs. 

With what do you bathe your body? 



64 


ORAL ENGLISH 


Pupil. I bathe my body with water. 

Teacher. Who bathed your little brother (or sister)? 
Pupil. Mother bathed my little brother. 

Teacher. With what did she wipe his body? 

Pupil. She wiped his body with a towel. 

Teacher. This is a tooth brush. 

With what do'you brush your teeth? 

Pupil. I brush my teeth with a tooth brush. 

Teacher. Where do you brush your teeth? 

Pupil. I brush my teeth in the bath room (or in my 
bedroom). 

Lesson 64 

REVIEW 

Teacher. Where do you take a bath? 

Pupil. I take a bath in the bath room. 

Teacher. In what do you put the water? 

Pupil. I put the water in the bath tub. 

Teacher. From what do you take the soap? 

Pupil. I take the soap from the soap dish. 

Teacher. With what do you wipe your body? 

Pupil. I wipe my body with a towel. 

Teacher. With what do you brush your teeth? 

Pupil. I brush my teeth with a tooth brush. 

Teacher. With what do you comb your hair? 

Pupil. I comb my hair with a comb. 

NEW WORDS 

store merchant clerk 

Teacher. This is a store. 

What do you see? 

Pupil. I see a store. 

Teacher. Here is the merchant. 

Say something to the merchant. 


SECOND GRADE 


65 


Pupil. Good morning, merchant. 

How are you, merchant? 

How do you do, merchant? 

Teacher. The merchant has a clerk. 

Who works for the merchant? 
Pupil. The clerk works for the merchant. 
Teacher. Who is the clerk? 

Pupil. X is the clerk. 

Lesson 65 

REVIEW 

Teacher. Where am I? 

Pupil. You are in the store. 

Teacher. Who is the merchant? 

Pupil. X is the merchant. 

Teacher. Who works for the merchant? 
Pupil. Y works for the merchant. 

Teacher. What is he? 

Pupil. He is the clerk. 

Teacher. Whom do you see in the store? 
Pupil. I see you, the merchant and the clerk . 

NEW WORDS 

counter shelf shelves 

Teacher. This is a counter. 

Where is the counter? 

Pupil. The counter is in the store. 

Teacher. Who is at the counter? 

Pupil. The clerk is at the counter. 

Teacher. This is a shelf. 

What do you see? 

Pupil. I see a shelf. 

Teacher. What do you see on the shelf? 
Pupil. I see-. 



66 


ORAL ENGLISH 


Teacher. There are many shelves in the store. 

Count them. 

Pupil. One, two, etc. 

Teacher. How many shelves are there? 

Pupil. There are-shelves. 

Lesson 66 

REVIEW 

Teacher. Tell me all you see in the store. 
Pupil. I see the merchant. 

I see the clerk. 

I see the counter. 

I see the shelves. 


NEW WORDS 


yard 

Teacher 


yardstick measure measured 

The ribbon is a yard long. 

How long is this (showing the pupil a string) ? 
Pupil. That is a yard long. 

Teacher. How long is the stick? 

Pupil. The stick is a yard long. 

Teacher. It is a yardstick. 

Who has the yardstick? 

Pupil. You have the yardstick. 

Teacher. I can measure with the yardstick. 

(Measure something three yards long.) 

I am going to measure this. 

How many yards long is it? 

Pupil. It is three yards long. 

Teacher. How long does it measure? 

Pupil. It measures three yards. 

Teacher. Measure the ribbon. 

Pupil. I am measuring the ribbon. 

Teacher. How many yards long is it? 



SECOND GRADE 


67 


Pupil. It is-yards long. 

Teacher. Who measured the ribbon? 

Pupil. X measured the ribbon. 

Teacher. How many yards of cloth does it take to 
make you a dress? 

Pupil. It takes - yards of cloth to make me a 

dress. 

Lesson 67 

REVIEW 

Teacher. What can you do with a yardstick? 

Teacher. I can measure with a yardstick. 

Teacher. What can you measure? 

Pupil. I can measure some ribbon. 

Teacher. What else can you measure? 

Pupil. I can measure some cloth. 

Teacher. Measure the cloth. 

Pupil. I am measuring the cloth. 

Teacher. Who measures the cloth? 

Pupil. X measures the cloth. 

Teacher. How many yards long is it? 

Pupil. It is-yards long. 

Teacher. What did you do to the cloth? 

Pupil. I measured the cloth. 

NEW WORDS 

eleven twelve thirteen fourteen fifteen 

(Teach your pupils to count from 11 to 15 by counting different 
objects in the room.) 

Lesson 68 

REVIEW 

(Make your pupils count from 1 to 15.) 

Teacher. What have I? 

Pupil. You have a ruler , 





68 


ORAL ENGLISH 


Teacher. The ruler is one foot long. 

How long is your ruler? 

Pupil. My ruler is one foot long. 

Teacher. Take your ruler and measure the yardstick. 
Pupil. I am taking my ruler and I measure the yard¬ 
stick. 

Teacher. How many feet long is it? 

Pupil. It is three feet long. 

Teacher. How many feet are there in a yard? 

Pupil. There are three feet in a yard. 

(Have the pupils measure with their rulers different things in 
the room: the board, the floor, the door, etc.) 

NEW WORDS 

inch inches half halves part 

(Hold your finger on the short line which divides the first inch 
of your ruler so your pupils can see the inch.) 

Teacher. This is an inch. 

Draw a line one inch long. 

How long is the line? 

Pupil. The line is one inch long. 

Teacher. Count the inches in your rulers. 

How many inches long is your ruler? 

Pupil. It is twelve inches long. 

Teacher. How many inches are there in a foot? 

Pupil. There are twelve inches in a foot. 

(Fold a sheet of paper in two in front of the pupils, then cut 
or tear it off.) 

Teacher. This is half of the paper. 

Cut off one half of the ribbon. 

Show the class one part and tell them what 
you have. 

Pupil. I have one half of the ribbon. 

Teacher. One half and one half are how many halves? 
Pupil. One half and one half are two halves. 


SECOND GRADE 


69 


Teacher. How many halves are there in one? 
Pupil. There are two halves in one. 

Teacher. What part of two rulers is one ruler? 
Pupil. One ruler is one half of two rulers. 


Lesson 69 


(Arrange marks on the board in the following way: 

** ** 


*** 


** 

*** 


** 

*** 


*** 


* * 
* * 

* * 
* 

* * 


* * 

* * 
* 

* * 


* * 
* * 

* * 
* 

* * 


Teacher. Count by twos. 

Pupil. Two, four, six, eight, ten, twelve, fourteen. 
Teacher. Count by threes , 

Pupil. Three, six, nine, twelve, fifteen. 

Teacher. Count by fours. 

Pupil. Four, eight, twelve. 

Teacher. Count by fives. * 

Pupil. Five, ten, fifteen. 


NEW WORDS 

money cents nickel dime 

Teacher. I have some money. 

Where is my money? 

Pupil. Your money is in your hand. 

Teacher. This is a cent. 

How many cents have I in this hand? 

Pupil. You have-cents in that hand. 

Teacher. This is a nickel. 

How many cents are there in a nickel? 
Pupil. There are five cents in a nickel. 



70 


ORAL ENGLISH 


Teacher. I have a dime. 

What do you seef 
Pupil. I see a dime. 

Teacher. How many cents are there in a dime? 

Pupil. There are ten cents in a dime. 

Teacher. How many nickels are there in a dime? 
Pupil. There are two nickels in a dime. 

Teacher. What part of a dime is a nickel? 

Pupil. A nickel is one half of a dime. 

Lesson 70 

REVIEW 

Teacher. How many inches are there in half of a foot? 
Pupil. There are six inches in half of a foot. 

Teacher. What part of a dime is a nickel? 

Pupil. A nickel is one half of a dime. 

Teacher. How much money are three nickels? 

Pupil. Three nickels are fifteen cents. 

Teacher. How many cents is a nickel? 

Pupil. A nickel is five cents. 

NEW WORDS 

buy bought sell sold 

Teacher. I am going to buy a pencil. 

(Walk to the clerk.) 

Have you some pencils? 

Clerk. Yes. 

Teacher. Give me one, please. 

(Turn toward the pupils.) 

I am buying a pencil. 

The clerk is going to sell me a pencil. 

Who sells me a pencil? 

Pupil. The clerk sells you a pencil. 

Teacher. Who is buying? 


SECOND GRADE 


71 


Pupil. You are buying. 

Teacher. Who is selling? 

Pupil. The clerk is selling. 

(Give a nickel to the clerk.) 

Clerk. Thank you. 

Teacher. I bought a pencil. 

From whom did I buy the pencil? 

Pupil. You bought the pencil from the clerk. 

Teacher. The clerk sold me the pencil. 

To whom did the clerk sell the pencil? 
Pupil. The clerk sold you the pencil. 

Lesson 71 

REVIEW 

Teacher. Take a nickel from my desk and buy some 
candy at the store. 

Pupil. Good morning, Mr. -. 

Clerk. Good morning, Miss-. 

Pupil. Give me some candy for five cents. 

Clerk. Yes. 

(The pupil receives the candy and gives the clerk the nickel.) 
Clerk. Thank you. 

Pupil. Good-by. 

Clerk. Good-by, Miss -. 

(Have other pupils buy different things at the store.) 

NEW WORDS AND EXPRESSION : 
pay paid how much? 

Teacher. I am going to buy a pen. 

I am going to pay one cent for the pen. 
What am I going to buy? 

Pupil. You are going to buy a pen. 

Teacher. How much am I going to pay? 

Pupil. You are going to pay one cent. 

(Go to the store.) 





72 


ORAL ENGLISH 


Teacher. Have you some yensf 

Clerk. Yes. 

Teacher. How much are they? 

Clerk. One cent. 

Teacher. I want one , please. 

(Pay the clerk.) 

Teacher. I paid one cent for a pen. 

How much did X pay for the candy? 

Pupil. X paid jive cents (or a nickel). 

Teacher. How much did I pay for the pen? 

Pupil. You paid one cent. 

(Speak of different things which the pupils have bought at 
different stores and have them tell you how much they paid.) 

Lesson 72 
REVIEW 

(In reviewing how much? and how many? teach your pupils 
that we use how much when we speak of things which are 
measured by quantity and that we can not count. Examples: 
How much money, time, bread, water, meat, coffee, sugar, 
milk, candy, fruit, beans, fish, hair, jelly, noise, rice, soap, 
soup? 

We use how many when speaking of things which can be 
counted. Examples: How many cents, nickels, dimes, loaves 
of bread, slices of bread, glasses of water, pieces of meat, cups 
of coffee, spoonfuls of sugar, glasses of milk, pieces, pounds 
or boxes of candy, oranges, bananas, apples, plates of beans, 
fishes, hairs, glasses of jelly, plates of rice or grains of rice, 
cakes of soap, plates of soup.) 

Note: The word fish is used as a collective noun, conse¬ 
quently it is in the singular number, in the following expres¬ 
sions: There is plenty of fish in the sea. They caught a large 
quantity of fish. We had fish for lunch. We use the plural 
form fishes when spoken of individually. Examples: I caught 
six fishes. We ate two fishes. 

NEW WORDS AND EXPRESSION 

quarter dollar half dollar 

Teacher. This is a quarter. 

What can I buy for a quarter? 

Pupil. You can buy-for a quarter. 



SECOND GRADE 


73 


Teacher. What can you buy for a quarter? 

Pupil. I can buy-for a quarter. 

Teacher. I have a dollar. 

What do you seef 
Pupil. I see a dollar. 

Teacher. How many quarters make a dollar? 

Pupil. Four quarters make a dollar. 

Teacher. What can you buy with a dollar? 

Pupil. I can buy-with a dollar. 

(Show them a fifty-cent piece.) 

Teacher. What part of a dollar is this? 

Pupil. It is half (or one half) of a dollar. 

Teacher. Yes. 

It is a half dollar. 

What can we buy for a half dollar? 

Pupil. We can buy-for a half dollar. 

Teacher. How many half dollars are there in a dollar? 
Pupil. There are two half dollars in a dollar. 


Lesson 73 
REVIEW 

Teacher. How many cents make a nickel? 

Pupil. Five cents make a nickel. 

Teacher. How many nickels make a dime? 

Pupil. Two nickels make a dime. 

Teacher. How many nickels make a quartert 
Pupil. Five nickels make a quarter. 

Teacher. How many quarters make a half dollar? 
Pupil. Two quarters make a half dollar. 

Teacher. How many quarters make a dollar? 
Pupil. Four quarters make a dollar. 

Teacher. How many half dollars make a dollar? 
Pupil. Two half dollars make a dollar. 





74 


ORAL ENGLISH 


NEW WORDS 

cost worth change (n. and v.) changed 

(Buy a pencil at the store.) 

Teacher. How much are your pencils? 

Clerk. They are three cents. 

Teacher. They cost three cents. 

A pencil costs three cents. 

How much does your hat cost? 

Pupil. My hat costs-. 

Teacher. How much does your suit cost? 

Pupil. My suit costs -. 

Teacher. My pencil is worth three cents. 

My shoes are worth-. 

How much is your suit worth? 

Pupil. My suit is worth -. 

Teacher. I am going to buy five cents’ worth of candy. 

Give me five cents’ worth of candy, please. 

I want nine cents’ worth of pencils. 

Buy four cents’ worth of pens. 

Pupil. Please give me four cents’ worth of pens. 

(Hold up a dollar.) 

Teacher. I have no change. 

I am going to change the dollar. 

(Go to the store, take four quarters and leave the dollar.) 

I have changed the dollar. 

(Hold up a dime.) 

I want some change. 

I am going to ask the clerk for some change. 
Have you change for a dime? 

Clerk. Yes. 

Teacher. What change have you: cents or nickelsf 
Clerk. I have nickels. 

(Give the clerk your dime and let him give you two nickels.) 






SECOND GRADE 


75 


Lesson 74 
REVIEW 

(Have the pupils ask questions to one another.) 

NEW WORDS 

pair wear wore 

Teacher. I have two shoes. 

I have a pair of shoes. 

How many pairs of shoes have I? 

Pupil. You have one pair of shoes. 

Teacher. Who has a pair of socks? 

Pupil. X has a pair of socks. 

Teacher. Who has a pair of stockings? 

Pupil. Y has a pair of stockings. 

Teacher. I wear shoes. 

I wear a dress. 

Who wears a blue dress? 

Pupil. Z wears a blue dress. 

Teacher. What does the boy wear on his feet? 

Pupil. The boy wears shoes on his feet. 

Teacher. Who are wearing black shoes? 

Pupil. -,-,-, and- are wearing 

black shoes. 

Teacher. What is the girl wearing in her hair? 

Pupil. The girl is wearing a ribbon in her hair. 
Teacher. The boy wore a hat to come to school. 

Who wore a cap? 

Pupil. -wore a cap. 

Lesson 75 

REVIEW 

(Have the pupils buy at the store a pair of shoes, a pair of socks 
and a pair of stockings. 

Review wear and wore.) 







76 


ORAL ENGLISH 


NEW WORDS 

number size 

Teacher. This is the number 2. 

Write the number 1 on the board. 

Who is writing the number 1? 

Pupil. X is writing the number 1. 

(Write the numbers from 1 to 10 on the board.) 

Teacher. Read the numbers. 

Pupil. 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. 

Teacher. These shoes are not of the same size. 

The size of these is small. 

The size of these is large. 

The size of my shoes is number-. 

What size of shoes do you wear? 

Pupil. I wear number-. 

Teacher. What size of hat do you wear? 

Pupil. I wear number-. 

Teacher. What is the size of your cap? 

Pupil. The size of my cap is number - . 

(Have a child buy a pair of shoes at the store.) 

Pupil. I want a pair of shoes. 

Clerk. What size? 

What size do you wear? 

Pupil. Number - . 

Lesson 76 

(Let the children play store. Explain to them that they 
must do everything in a business-like fashion. Unnecessary 
conversation, such as inquiring about the family, etc., is out 
of place here.) 


Lesson 77 

(Review the words and expressions which you think your pupils 
need.) 







SECOND GRADE 


77 


NEW WORDS 

cover (n. and v.) covered front cover back cover 

Teacher. This is the cover of my book. 

What do you seef 

Pupil. I see the cover of your book. 

Teacher. What color is the cover of my book? 

Pupil. The color of the cover of your book is-. 

(Show your pupils a loose paper cover.) 

Teacher. I am going to cover my book. 

What am I doingf 

Pupil. You are covering your book. 

Teacher. What am I covering? 

Pupil. You are covering your book. 

Teacher. Who covered my book? 

Pupil. You covered your book. 

Teacher. This is the front cover. 

What do you see on the front cover? 

Pupil. I see a picture on the front cover. 

Teacher. This is the back cover. 

What do you see on the back cover? 

Pupil. I see nothing on the back cover. 

Lesson 78 
REVIEW 

Teacher. Cover your book. 

What is X coveringf 
Pupil. X is covering his book. 

Teacher. With what is X covering his book? 

Pupil. X is covering his book with paper. 

Teacher. What kind of cover is it? 

Pupil. It is a paper cover. 

Teacher. On what cover is the name of your book? 
Pupil. The name of my book is on the front cover. 
Teacher. What is there on the back cover? 

Pupil. There is nothing on the back cover. 



78 


ORAL ENGLISH 


NEW WORDS 

leaf leaves page pages 

Teacher. This is a leaf. 

Count four leaves. 

Pupil. One, two, three , four. 

Teacher. How many leaves did he count? 

Pupil. He counted four leaves. 

Teacher. What color are the leaves of the book? 
Pupil. The leaves are white. 

Teacher. What do you see on the leaves? 

Pupil. I see words on the leaves. 

Teacher. What color are the leaves on the trees? 
Pupil. The leaves on the trees are green. 

Teacher. This is a page. 

What page is it? 

Pupil. It is page-. 

Teacher. How many pages has a leaf? 

Pupil. A leaf has two pages. 

Teacher. All take your Spanish books. 

Girls, turn to page ten. 

Show the boys page ten. 

Boys, turn to page fifteen. 

Show the girls page fifteen. 

Lesson 79 

REVIEW 

Teacher. With what can you cover a book? 

Pupil. I can cover a book with paper. 

I can cover a book with cloth. 

(Show the pupils a pamphlet or a bulletin with a paper cover.) 
Teacher. What kind of cover has this book? 

Pupil. That book has a paper cover. 

Teacher, What kind of cover has this book? 



SECOND GRADE 


79 


Pupil. That book has a cloth cover. 

Teacher. A leaf of your book has how many pages? 
Pupil. A leaf of my book has two pages. 

NEW WORDS 

lesson study studied know knew 

Teacher. Take your Spanish books. 

Turn to page-. 

This is your lesson (pointing to a paragraph). 
What is your lesson? 

Pupil. This is our lesson. 

Teacher. Study. 

Study your lesson. 

Children, what are you doing? 

Pupil. We are studying. 

Teacher. What are you studying? 

Pupil. We are studying our lesson. 

Teacher. What does X do? 

Pupil. X studies. 

Teacher. Stop studying. 

What did you do? 

Pupil. I studied. 

Teacher. What did you study? 

Pupil. I studied my lesson. 

Teacher. You studied your lesson. 

You know your lesson. 

I know the name of this boy. 

It is-. 

Who knows my name? 

Pupil. I do. 

Teacher. What is it? 

Pupil. It is Miss-. 

Teacher. All those who know their Spanish lesson, 
stand. 


(Have a few read.) 





80 


ORAL ENGLISH 


Put away your books. 

Y knew his lesson. 

Who else knew his lesson? 

Pupil. I knew my lesson. 

Teacher. Who elsef 
Pupil. Z knew his lesson. 

Lesson 80 

REVIEW 

Teacher. Take your Spanish book and study your 
lesson. 

What is X doing f 
Pupil. X is studying his lesson. 

Teacher. Stop studying your lesson. 

What did you study ? 

Pupil. I studied my lesson. 

Teacher. Who knows his lesson? 

Pupil. X knows his lesson. 

NEW WORDS 

poem recite recited very must 

Teacher. I know a poem. 

(Recite a simple Spanish poem.) 

I can recite a poem in English. 

(Recite an easy poem.) 

What can I recite? 

Pupil. You can recite a poem. 

Teacher. Recite a poem in Spanish. 

(The child does it.) 

Who recited a poem? 

Pupil. X recited a poem. 

Teacher. X recited the poem very well. 

The poem is very pretty. 

(Make several sentences with: very good; very small; very 
large; etc.) 

How well did X recite the poem? 


SECOND GEABE’ Sl J 

Pupil.. X recited the poem very; well. 

Teacher.. If you want to know your lesson very well 
you must study. 

You must study very much. 

What must you do when you are hungry? 
Pupil. When we are hungry we must eat. 

(The child may answer:) 

When I am hungry I must eat. 

Teacher. If you are thirsty what must you do? 

Pupil. If we are thirsty we must drink. 

If I am thirsty I must drink. 

Teacher. If you want to know your lesson well, what 
must you dof 

Pupil. If I want to know my lesson well I must study. 
Teacher. How much must you study? 

Pupil. I must study very much. 










PART II 

Lesson 81 

REVIEW 

(Write on the board a Spanish poem which the pupils know.) 
Teacher. What is this? 

Pupil. That is a poem. 

Teacher. Read the poem. 

Who is reading the poem? 

Pupil. X is reading the poem. 

(Write a poem which the pupils do not know.) 

Teacher. How many of you know this poem? 

No one knows it. 

If you do not know the poem what must 
you dof 

Pupil. If we do not know the poem we must study it. 
Teacher. How must you study? 

Pupil. We must study very much. 

Teacher. Recite a poem. 

What did Y recite? 

Pupil. Y recited a poem. 

Teacher. How well did Y recite the poem? 

Pupil. Y recited the poem very well. 

NEW WORDS 

about would should be 

(Recite a poem.) 

Teacher. The poem is about-. 

I am going to tell you something about this 
book. 


83 



84 


ORAL ENGLISH 


The book is good. 

Tell me something about your pencil. 

Pupil. My pencil is-. 

(Hold up the chalk crayon.) 

Teacher. Tell me something about the crayon. 

Pupil. The crayon is white. 

The crayon is long. 

The crayon is in your hand. 

The crayon is round. 

I can write with the crayon. 

Teacher. I am thirsty. 

I would like to have some water. 

Give me some water, please. 

I would like to have you sing a song. 

What song would you like to sing? 

Pupil. I should like to sing-. 

Teacher. And you, what would you like to sing? 

Pupil. I should like to sing-. 

Teacher. If you want to know your lesson you should 
study. 

You should study very much. 

What should you do to learn your lesson? 
Pupil. We should study to learn our lesson. 

Teacher. What should you do when you are hungry? 
Pupil. We should eat when we are hungry. 

Teacher. What should you do when you are thirsty? 
Pupil. We should drink when we are thirsty. 

Teacher. There is something in this box. 

What can it be? 

0, it is a-. 

I should like to be a little girl like-to 

play. 

I should like to be at the window. 

(Walk to the window.) 







SECOND GRADE 


85 


I should like to be on my chair. 

(Do it.) 

Where would you like to be? 

(The pupils may give such expressions as:) 

Pupil. I should like to be at the door. 

I should like to be at the board. 

I should like to be on your chair. 

I should like to be with X. 

I should like to be with you. 

Lesson 82 


REVIEW 

Teacher. What should you do in school? 

Pupil. I should study in school. 

I should be good in school. 

I should read in school. 

I should write in school. 

Teacher. Tell me something we should have in school. 
Pupil. We should have books. 

We should have pencils. 

We should have paper. 

We should have seats. 

Teacher. What would you like to be? 

Pupil. I should like to be a man. 

I should like to be a woman. 

I should like to be a teacher. 

I should like to be a merchant. 

I should like to be a clerk. 

NEW WORDS 

bell ring rang softly loud 

Teacher. This is a bell. 

What have I? 

Pupil. You have a bell. 


86 


ORAL ENGLISH 


Teacher. Where is the bell? 

Pupil. The bell is in your hand. 

Teacher. I can ring the bell. 

I am ringing the bell. 

What am I ringing? 

Pupil. You are ringing the bell. 

Teacher. With what am I ringing the bell? 
Pupil. You are ringing the bell with your hand. 
Teacher. I rang the bell. 

Who rang the bell? 

Pupil. You rang the bell. 

Teacher. I am ringing the bell softly. 

I am ringing the bell loud. 

Ring the bell softly. 

Pupil. I am ringing the bell softly. 

Teacher. Ring the bell loud. 

Pupil. I am ringing the bell loud. 

Teacher. How am I speaking (speaking softly)? 
Pupil. You are speaking softly. 

Teacher. How am I speaking now? 

Pupil. You are speaking loud. 

Teacher. How should we speak? 

Pupil. We should speak softly. 

Lesson 83 

REVIEW 

Teacher. Ring the bell softly. 

Pupil. I am ringing the bell softly. 

Teacher. Ring it very softly. 

Pupil. I am ringing the bell very softly. 
Teacher. Ring the bell loud. 

Pupil. I am ringing the bell loud. 

Teacher. Ring the bell very loud. 

Pupil. I am ringing the bell very loud. 

(Use the same expressions with speak.) 


SECOND GRADE 


87 


NEW WORDS 

mark divide divided 

Teacher. What did I draw on the board? 

Pupil. You drew a line on the board. 

Teacher. I am putting a mark here. 

The mark divides the line. 

What is this? 

Pupil. That is a mark. 

Teacher. The mark divides the line into how many 
\partsf 

Pupil. The mark divides the line into two parts. 
Teacher. The line is divided into how many parts? 
Pupil. The line is divided into two parts. 

Teacher. Erase one part. 

Pupil. I am erasing one part. 

Teacher. Erase the other part. 

Pupil. I am erasing the other part. 

Lesson 84 
REVIEW 

Teacher. Draw a line a yard long. 

Pupil. I am drawing a line a yard long. 

Teacher. Divide the line into three parts. 

Pupil. I am dividing the line into three parts. 

Teacher. What are these? 

Pupil. Those are marks. 

Teacher. What do the marks do f 
Pupil. The marks divide the line. 

Teacher. The marks divide the line into how many 
partsf 

Pupil. The marks divide the line into three parts. 
Teacher. Put eight books on my desk. 

Pupil. I am putting eight books on your desk. 


88 


ORAL ENGLISH 


Teacher. Divide the books into four parts. 

Pupil. I am dividing the books into four parts. 

Teacher. Give me one part. 

Pupil. I am giving you one part. 

Teacher. Take one part. 

Pupil. I am taking one part. 

Teacher. How many parts are there on my desk? 

Pupil. There are two parts on your desk. 

NEW WORDS 

light day dark night during 

Note: Day means when it is light, or the 24 hours it takes 
the earth to complete a revolution on its axis. Morning is the 
first or early part of the day. Forenoon is the part of the day 
between morning and noon. Noon is midday or 12 o clock in 
the daytime. Afternoon is the part of the day between noon 
and evening. Evening is the close of the day and the early 
part of darkness or night. Night is the part of the day when 
there is no light of the sun. 

We use the expression good evening when we meet someone 
in the evening and good night when we part with people. _ 

We spend the evening at a place. We spend the night in a 
place if we sleep there. 

Teacher. The light comes from the sun. 

It is light now. 

When it is light it is day. 

What is it now? 

Pupil. It is day. 

Teacher. When there is no sun it is dark. 

When it is dark it is night. 

Who likes dark nights? 

Pupil. I do not like dark nights. 

Teacher. During the day you come to school. 

What do you do during the night? 

Pupil. I sleep during the night. 

Teacher. Where are we during the day? 

Pupil. We are in school during the day. 

Teacher. Where are we during the night? 


SECOND GRADE 


89 


Pupil. We are at home during the night. 

Teacher. Who has dark hair? 

Pupil. X has dark hair. 

Teacher. Who has light hair? 

Pupil. Y has light hair. 

Lesson 85 
REVIEW 

(Have objects of different dark colors: dark blue, dark red, 
dark green; also some objects of light colors: light yellow, 
light orange, light pink.) 

Teacher. Take a light-blue ribbon. 

Pupil. I am taking a light-blue ribbon. 

Teacher. Take a dark -blue ribbon. 

Pupil. I am taking a dark- blue ribbon. 

Teacher. Show me a very dark-blue ribbon. 

Pupil. I am showing you a very dark-blue ribbon. 

(Use the expressions: light green, light brown, etc. Speak also 
of very light hair; light hair; dark hair; very dark hair, and 
black hair.) 

NEW WORDS 

moon star near far 

(Use a picture for developing this lesson.) 

Teacher. This is the moon. 

Where is the moon? 

Pupil. The moon is in the sky. 

Teacher. When can we see the moon? 

Pupil. We can see the moon during the night. 

Teacher. What does the moon give us? 

Pupil. The moon gives us light. 

Teacher. This is a star. 

Where can we see stars? 

Pupil. We can see stars in the sky. 

Teacher. When do we see the stars? 


90 ORAL ENGLISH 

Pupil. We see the stars during the night (or at night). 
Teacher. How many stars do you see in the picture? 

Pupil. I see-stars. 

Teacher. The stars are far from us. 

My desk is near me. 

X is far from me. 

Y is near me. 

Where are the stars? 

Pupil. The stars are far. 

Teacher. Who sits near you? 

Pupil. -sits near me. 

Teacher. Who sits far from you? 

Pupil. -sits far from me. 

Lesson 86 
REVIEW 

Teacher. What do we see in the sky during the day? 
Pupil. We see the sun in the sky during the day. 
Teacher. What do we see during the night? 

Pupil. We see the moon during the night. 

We see the stars during the night. 

We see the moon and the stars during the night.. 
Teacher. Who lives near the school? 

Pupil. X lives near the school. 

Teacher. Who lives far from the school? 

Pupil. Y lives far from the school. 

NEW WORDS 
before after 

(Write on the board the numbers from one to ten.) 

Teacher. Number one comes before the number two. 

Number two comes after the number one. 
What number comes before the number five? 





SECOND GRADE 


91 


Pupil.. The number four comes before the number five. 
Teacher.. What number comes after the number five? 
Pupil. The number six comes after the number five. 

Lesson 87 

REVIEW" 

(Have the children ask themselves questions using before and 
after while speaking of numbers.) 

NEW WORDS 

morning forenoon noon 

(Teach these words during the forenoon.) 

Teacher. Morning comes after the night. 

The sun rises in the morning. 

When do you wake up? 

Pupil. I wake up in the morning. 

Teacher. When do you rise? 

Pupil. I rise in the morning. 

Teacher. We are now in the forenoon. 

Where are we during the forenoon? 

Pupil. We are in school during the forenoon. 

Teacher. We go home at noon. 

We eat at noon. 

When are we going home? 

Pupil. We are going home at noon. 

Teacher. What do we do at noon? 

Pupil. We eat at noon. 

Lesson 88 

REVIEW 

Teacher. When is it night? 

Pupil. It is night when it is dark. 

Teacher. What comes after the night? 

Pupil. Morning comes after the night. 


92 


ORAL ENGLISH 


Teacher. What comes before the morning? 

Pupil. Night comes before the morning. 

Teacher. When do we risef 
Pupil. We rise in the morning. 

Teacher. When does the sun rise? 

Pupil. The sun rises in the morning. 

Teacher. What part of the day is from morning to 
noon? 

Pupil. The forenoon is from morning to noon. 

Teacher. What comes after the forenoon? 

Pupil. Noon comes after the forenoon. 


NEW WORDS 

afternoon evening to-night 

(Teach this lesson during the afternoon.) 

Teacher. We are now in the afternoon. 

What part of the day is this? 

Pupil. This is the afternoon. 

Teacher. What do you do in the afternoon? 
Pupil. We read in the afternoon. 

We write in the afternoon. 

We speak English in the afternoon. 

We sing in the afternoon. 

Teacher. After the afternoon comes the evening. 

What are you going to do this evening? 
Pupil. I am going to read this evening. 

I am going to study this evening. 

I am going for a walk this evening. 

I am going to the plaza this evening. 
Teacher. What comes after the evening? 

Pupil. Night comes after the evening. 

Teacher. What do you do during the night? 
Pupil. I sleep during the night. 

Teacher. Where are you all night? 


SECOND GRADE 


93 


Pupil. I am home all night. 

Teacher. To-night I am going to bed. 

Where are you going to sleep to-night? 
Pupil. I am going to sleep at home to-night. 

Teacher. In what bed are you going to sleep to-night? 
Pupil. I am going to sleep in my bed to-night. 

Lesson 89 
REVIEW 

Teacher. What part of the day comes after the night? 
Pupil. Morning comes after the night. 

Teacher. What comes after morning? 

Pupil. Forenoon comes after morning. 

Teacher. What comes after the forenoon? 

Pupil. Noon comes after the forenoon. 

Teacher. And after noon? 

Pupil. The afternoon. 

Teacher. What comes after the afternoon? 

Pupil. Evening comes after the afternoon. 

Teacher. What comes after the evening? 

Pupil. Night comes after the evening. • 

Teacher. Name all the parts of the day. 

Pupil. Morning, forenoon, noon, afternoon, evening and 
night. 

NEW WORDS 

first second third fourth fifth 

(Write on the board 1, 2, 3, 4, 5.) 

Teacher. One is the first number I wrote. 

Two is the second number I wrote. 

This is the first page of the book. 

X is the second boy in this line. 

Point to the first number. 

Pupil. I am pointing to the first number. 


94 


ORAL ENGLISH 


Teacher. What is the second number? 

Pupil. Two is the second number. 

(In the same way teach third, jourth and fifth. Write five 
words on the board.) 

Teacher. Read the second word I wrote; the fourth; 
the first; the fifth; the third. 

Lesson 90 

REVIEW 

Teacher. What is the first part of the day? 

Pupil. Morning is the first part of the day. 

Teacher. What is the second part? 

Pupil. Forenoon is the second part of the day. 

Teacher. The third part? 

Pupil. Noon. 

Teacher. The fourth part? 

Pupil. Afternoon. 

Teacher. The fifth part? 

Pupil. Evening. 

Teacher. Turn to the fourth page of your book and 
.read the fifth line. 

NEW WORDS 

breakfast lunch dinner meal 

Note: The first meal of the day is called breakfast; the 
second, lunch; and the third, dinner. Dinner is the big meal of 
the day. If dinner is served at noon, the third meal is then 
called supper. 

Teacher. We have breakfast in the morning. 

I have little for breakfast. 

For breakfast I have -. 

What do you take for breakfast? 

Pupil. I take for breakfast-. 

Teacher. When do we have breakfast? 

Pupil. We have breakfast in the morning. 




SECOND GRADE 


95 


Teacher. At noon we have lunch. 

What do you take for lunch? 

Pupil. For lunch I take-. 

Teacher. We have dinner in the evening. 

What have you for dinner? 

Pupil. For dinner I have-. 

Teacher. Breakfast is the first meal of the day; lunch 
is the second meal; dinner is the third 
meal. 

How many meals have we in a day? 

Pupil. We have three meals in a day. 

Teacher. What is the first meal? 

Pupil. Breakfast is the first meal. 

Teacher. What is the second meal? 

Pupil. Lunch is the second meal. 

Teacher. What is the third meal? 

Pupil. Dinner is the third meal. 

Teacher. Name the three meals of the day. 

Pupil. Breakfast, lunch and dinner. 

Lesson 91 

REVIEW 

(Call, one at a time, five pupils to come to you.) 

Teacher. Who came to me first? 

Pupil. X came to you first. 

Teacher. Who came to me secondt 
Pupil. Y came to you second. 

Teacher. Who came to me third? 

Pupil. Z came to you third. 

Teacher. Who came to me fourth? 

Pupil. -came to you fourth. 

Teacher. Who came to me fifth? 

Pupil. -came to you fifth. 

(Have the pupils make sentences using first, second, etc.) 






96 


ORAL ENGLISH 


Pupil A. 
Pupil B. 
Pupil C. 
Pupil D. 
Pupil E. 


I am turning to the fifth page of my book. 

I can read the third line on page four. 

Miss-was my first teacher. 

You are my second teacher. 

This is the fourth number I wrote on the 
board. 


NEW WORDS AND EXPRESSION 
once twice three times 

(Walk to the door and back.) 

Teacher. I walked to the door once. 

I opened the book once. 

I walked to the door twice. 

Walk to the board once. 

Pupil. I am walking to the board once. 

Teacher. Come to me twice. 

Pupil. I am coming to you twice. 

Teacher. I wrote the word “casa” three times. 

Write the word “silla” three times. 

Pupil. I am writing the word “silla” three times. 
Teacher. How many times a day do you eat? 

Pupil. I eat three times a day. 

Teacher. How many times a day do you have English? 
Pupil. We have English three times a day. 


Lesson 92 

REVIEW 

Teacher. Say the word man twice. 
Pupil. Man, man. 

Teacher. Say the word chair three times. 
Pupil. Chair , chair, chair. 

Teacher. Say the word house once . 

Pupil. House. 



SECOND GRADE 


97 


Teacher. How many times a day do you come to 
schoolf 

Pupil. We come to school twice a day. 

(Have the pupils ask one another questions using once, twice 
and three times.) 


NEW WORDS 

begin began end ended stop stopped 

(Write on the board the numbers 1 and 2 at some distance 
apart.) 

Teacher. I am going to draw a line from 1 to 2. 

I am going to begin the line at 1 and end it 
at 2. 

I am beginning the line at 1 and I am end¬ 
ing it at 2. 

The board begins here and ends there. 

(Write the numbers 3 and 4 about two feet apart.) 

Draw a line beginning at 3 and ending at 4* 
Pupil. I am drawing a line beginning at 3 and ending 
at 4. 

Teacher. Where does the line begin? 

Pupil. The line begins at 3. 

Teacher. Where does it end? 

Pupil. It ends at 4- 

(Erase the line you drew.) 

Teacher. The line began at 1 and ended at 2. 

Where did the line begin? 

Pupil. The line began at 1. 

Teacher. Where did it end? 

Pupil. It ended at 2. 

Teacher. I am going to walk and then stop. 

I am walking. 

I am stopping. 

Walk. 


ORAL ENGLISH 


Pupil. I am walking. 

Teacher. Stop. 

Pupil. I am stopping. 

Teacher. Read on page-. 

(The child does it.) 

Teacher. Stop reading. 

Walk to me and stop a little at my desk. 
Pupil. I am walking to you and I am stopping a little 
at your desk. 

Teacher. X stopped at my desk. 

He stopped a little. 

Who stopped at my desk? 

Pupil. X stopped at your desk. 

Teacher. Where did X stop? 

Pupil. X stopped at your desk. 

Lesson 93 

REVIEW 

Teacher. Walk around the room and stop twice. 

Pupil. I am walking around the room and I am stop¬ 
ping twice. 

Teacher. Do it again and say nothing. 

What is X doing f 

Pupil. X is walking around the room and he is stop¬ 
ping twice. 

Teacher. How many times did X stop? 

Pupil. X stopped twice. 

Teacher. Write on the board “Puedo hablar un poco de 
ingles.” 

(When the child has written the word “de” say:) 

Stop writing. 

With what word did Y begin to write? 

Pupil. Y began to write with the word (< puedo. }) 
Teacher. Where did Y stop? 



SECOND GRADE 


99 


Pupil. Y stopped at the word “de” 

Teacher. Write the other word. 

Pupil. I am writing the other word. 

Teacher. Y ended with what word? 

Pupil. Y ended with the word “ingles.” 

(Review first, second, third, fourth and fifth using the sentence 
on the board. Examples: The first word, the third, etc.) 

NEW WORDS 

sixth seventh eighth ninth tenth 

(Write a sentence composed of ten words and after reviewing 
first, second, third, fourth and fifth, teach sixth, seventh, 
eighth, ninth and tenth.) 

Teacher. Turn to the eighth page of your book. 

Pupil. I am turning to the eighth page of my book. 
Teacher. Read the tenth word in the sixth line. 

(The child does it.) 

Teacher. Which word in which line did X read? 

Pupil. X read the tenth word in the sixth line. 

Teacher. Read the seventh word in the ninth line. 

Which word in which line did Y read? 

Pupil. Y read the seventh word in the ninth line. 

(Have the pupils stand one after another and ask: Who stood 
first? Who stood sixth? etc.) 

Lesson 94 

REVIEW 

(Have the pupils ask one another questions using: sixth, sev¬ 
enth, etc.) 

NEW WORDS 
DOMESTIC ANIMALS 

goat mule goose turkey 

sheep ox duck pig 

Note: The plural of goose is geese; of ox is oxen; sheep has 
the same form for singular and plural. 


100 


ORAL ENGLISH 


Teacher. The dog is an animal. 

The hen is an animal. 

What animals live in the house? 

Pupil. The dog and the cat. 

Teacher. What animals live near the house? 

Pupil. The hen; the horse; and the cow. 

Teacher. All those animals are called domestic animals. 

What domestic animals live in the house? 
Pupil. The dog and the cat. 

Teacher. What domestic animals live near the house? 
Pupil. The horse; the cow; the hen, etc. 

(By means of pictures teach: Goat, sheep, etc.) 


Lesson 95 

REVIEW 

Teacher. Name one domestic animal. 

Pupil. The cat. 

Teacher. Name another. 

Pupil. The dog. 

Teacher. Another. 

Pupil. The cow. 

(Keep this up until all the known domestic animals are named.) 
Teacher. Name all the domestic animals you know. 
Pupil. The horse; the sheep; etc. 

NEW WORDS 
WILD ANIMALS 

mongoose fox bear squirrel 

monkey wolf lion rabbit 

(Teach the names of these animals by means of pictures.) 


SECOND GRADE 


101 


Lesson 96 


REVIEW 


(Review the names of the domestic and wild animals taught.) 


Teacher. 

Let us play. 

You are going to be animals. 
What animal are you? 

Pupil A. 

I am a horse. 

Pupil B. 

I am a cat. 

Pupil C. 

I am a dog. 

Pupil D. 

I am a pig. 

Pupil E. 

I am a cow. 

Teacher. 

What do you eat? 

Pupil A. 

I eat grass. 

Pupil B. 

I drink milk. 

Pupil C. 

I eat meat. 

Pupil D. 

I eat sweet potatoes. 

Pupil E. 

I eat grass. 


NEW WORDS 

mouse mice rat woods forest 

(Use pictures in teaching the names of these animals.) 

Teacher. What kind of animal is the mouse? 

Pupil. The mouse is a wild animal. 

Teacher. What kind of animal is the rat? 

Pupil. The rat is a wild animal. 

Teacher. Is it a good animal? 

Pupil. No, it is bad. 

Teacher. How many mice do you see in the picture? 

Pupil. I see - mice. 

Teacher. What do you see in this picture? 

Pupil. I see many trees. 



102 


ORAL ENGLISH 


Teacher. Yes. 

It is a forest. 

It is the woods. 

What wild animals live in the forest (or the 
woods) ? 

Pupil. The bear; the wolf; etc. 

Lesson 97 

REVIEW 

Teacher. What does the cow give us? 

Pupil. The cow gives us milk. 

Teacher. What does the hen give us? 

Pupil. The hen gives us eggs. 

Teacher. What does the pig give us? 

Pupil. The pig gives us meat. 

Teacher. What does the goat give us? 

Pupil. The goat gives us milk. 

Teacher. What does the cat catch? 

Pupil. The cat catches rats and mice. 

NEW WORDS 
toward away 

Teacher. I am walking toward the door. 

I am walking toward my desk. 

Walk toward the window. 

Pupil. I am walking toward the window. 

Teacher. Turn toward X. 

Pupil. I am turning toward X. 

Teacher. Run toward the door. 

Pupil. I am running toward the door. 

Teacher. I am walking away from mv desk. 

I am standing near Y. 

Now, I am going away from him. 

Walk away from your seat. 


SECOND GRADE 


103 


Pupil. I am walking away from my seat. 

Teacher. Walk toward me. 

Pupil. I am walking toward you. 

Teacher. Run away from me. 

Pupil. I am running away from you. 

Lesson 98 

REVIEW 

Teacher. Turn toward the street. 

Pupil. I am turning toward the street. 

Teacher. What is X doing? 

Pupil. X is turning toward the street. 

Teacher. Turn away from the street. 

Pupil. I am turning away from the street. 

Teacher. Run away from your seat. 

Pupil. I am running away from my seat. 

Teacher. Run toward your seat. 

Pupil. I am running toward my seat. 

Teacher. All take your books. 

(The children do it.) 

All put your books away (or put away your 
books). 

NEW WORDS 

slowly fast quickly 

Note: The adverbs fast and quickly are synonyms. There 
is, however, a slight difference in their meaning. We write, 
read, run, speak fast. We rise, stand, put away our books, close 
a door, quickly. Quickly is used when an action is done 
promptly—when it occupies but little time. 

Teacher. I am walking slowly. 

I am walking fast. 

I am closing the door slowly. 

Walk to me slowly. 

Pupil. I am walking to you slowly. 


104 


ORAL ENGLISH 


Teacher. 
Pupil. I 
Teacher. 
Pupil. I 
Teacher. 
Pupil. I 
Teacher. 


Pupil A. 
Pupil B. 
Pupil C. 
Pupil D. 


Walk to your seat fast. 
am walking to my seat fast. 
Write your name slowly. 
am writing my name slowly. 
Write a word fast. 
am writing a word fast. 

I am turning quickly. 

I am standing quickly. 

All take your books quickly. 
Put away your books quickly. 
Do something quickly. 

I take my book quickly. 

I turn quickly. 

I rise quickly. 

I put away my pencil quickly. 


Teacher. 
Pupil A. 
Pupil B. 
Pupil C. 
Pupil D. 
Pupil E. 
Teacher. 
Pupil F. 
Pupil G. 
Pupil H. 
Pupil I. 
Teacher. 
Pupil J. 
Pupil K. 
Pupil L. 
Pupil M. 


Lesson 99 
REVIEW 

What can you do fastt 
I can speak Spanish fast. 

I can walk fast. 

I can eat fast. 

I can read fast. 

I can run fast. 

What can you do slowly? 

I can eat slowly. 

I can drink water slowly. 

I can write slowly. 

I can walk slowly. 

What can you do quickly? 

I can close my eyes quickly. 
I can open my eyes quickly. 

I can stand quickly. 

I can go to the door quickly. 


SECOND GRADE 


105 


NEW WORDS 
high low also 

Note: As the pupils have learned in the first grade the 
meaning of the word too, it will be easy to teach its synonym 
also. 

Teacher. This picture is high . 

This picture is low. 

My desk is high. 

Your desks are low. 

Write a word high on the board. 

Pupil. I am writing a word high on the board. 

Teacher. Write a word low on the board. 

Pupil. I am writing a word low on the board. 

(Pin objects high on the wall, others low, and have the chil¬ 
dren tell you where they are, whether high or low.) 

Teacher. Come to me. 

Pupil. I am coming to you. 

Teacher. You, also , come to me. 

Pupil. I, also, am coming to you. 

Teacher. What picture is low on the wall? 

Pupil. That picture is low on the wall. 

Teacher. What other picture is also low? 

Pupil. That picture is also low. 

Lesson 100 

REVIEW 

Teacher. Draw a line high on the board. 

Pupil. I am drawing a line high on the board. 

(Ask the same childA 

Teacher. Draw, also, a line low on the board. 

Pupil. I am drawing, also, a line low on the board. 
Teacher. What things on the walls are high? 

Pupil. -,-,--— , and are high. 

Teacher. What things on the wall are low? 

Pupil. -,--— ? ~—> and are ^ ow • 









106 


ORAL ENGLISH 


NEW WORDS 

tall as so almost 

Note: We use as in positive statements: As good as; 
tall as. We use so in negative statements: Not so good < 
not so tall as. 

Teacher. Mr. X is a tall man. 

Mr. Y, also, is tall. 

This tree is tall. 

Who is a tall boy? 

Pupil. X is a tall boy. 

Teacher. Who is a tall girl? 

Pupil. Y is a tall girl. 

Teacher. This boy is as tall as this boy. 

This boy is not so tall as this boy. 

Who is as tall as this girl? 

Pupil. This girl is as tall as that girl. 

Teacher. Who is not so tall as this boy? 

Pupil. This boy is not so tall as that boy. 

Teacher. What fruit is as good as the mango? 

Pupil. -is as good as the mango. 

Teacher. What fruit is not so good as the mango? 

Pupil. - is not so good as the mango. 

Teacher. Y is almost as tall as X. 

Z is almost as tall as X. 

(Try to touch something which you can almost reach.) 

I can almost take-. 

Who is almost as tall as X? 

Pupil. -is. almost as tall as X. 

Teacher. Which boy is almost as tall as this girl? 
Pupil. -is almost as tall as that girl. 

Lesson 101 
REVIEW 

Teacher. Who lives in a tall house? 

Pupil. Mr. —— lives in a tall house. 








SECOND GRADE 


107 


Teacher. Who lives in a low house? 

Pupil. Mr.- lives in a low house. 

Teacher. Who has a house almost as tall as Mr. 
-’s? 

Pupil. Mr. - has a house almost as tall as Mr. 

-’s. 

Teacher. Who has a house as tall as Mr.-’s? 

Pupil. Mr. -has a house as tall as Mr. -’s. 

Teacher. Who lives in a house not so tall as Mr. 
-’s? 

Pupil. Mr. - lives in a house not so tall as Mr. 

-’s. 

(Speak about a tall man; a tall woman; a tall tree.) 

NEW WORDS 

to-day Monday yesterday Sunday 

Teacher. To-day is Monday. 

Yesterday was Sunday. 

To-day, X came to school. 

Who came to school yesterday? 

Pupil. No one came to school yesterday. 

Teacher. What day is to-day? 

Pupil. To-day is Monday. 

Teacher. What day was yesterdayf 
Pupil. Yesterday was Sunday . 

Teacher. What did you do yesterday? 

Pupil. i-, 

Teacher. Some go to church on Sunday. 

Who went to church yesterday? 

Pupil. 7. 

7 went. 

7 did. 

7 went to church. 













108 


ORAL ENGLISH 


Lesson 102 

REVIEW 

Teacher. What day was yesterday? 

Pupil. Yesterday was Monday. 

Teacher. Who did not come to school yesterday? 
Pupil. X did not come to school yesterday. 

Teacher. Who did not come to school yesterday 
morning? 

Pupil. Y did not come to school yesterday morning. 
Teacher. Who did not come to school yesterday after¬ 
noon? 

Pupil. Z did not come to school yesterday afternoon. 

NEW WORD AND EXPRESSION 
Tuesday day before yesterday 

Teacher. To-day is Tuesday. 

What day was yesterday? 

Pupil. Yesterday was Monday. 

Teacher. What day is to-day? 

Pupil. To-day is Tuesday. 

Teacher. What day comes before Tuesday? 

Pupil. Monday comes before Tuesday. 

Teacher. What day comes before Monday? 

Pupil. Sunday comes before Monday. 

Teacher. The day before yesterday was Sunday. 

What did you do the day before yesterday? 

Pupil. The day before yesterday I-. 

Teacher. What day was the day before yesterday? 
Pupil. The day before yesterday was Sunday. 

Lesson 103 

REVIEW 

Teacher. What day was yesterday? 

Pupil. Yesterday was Tuesday. 



SECOND GRADE 


109 


Teacher. Who did not come to school on Tuesday? 
Pupil. X did not come to school on Tuesday. 

Teacher. Who did not come to school the day before 
yesterdayf 

Pupil. Y did not come to school the day before yester¬ 
day. 

Teacher. What day was the day before yesterday? 
Pupil. The day before yesterday was Monday. 
Teacher. And the day before Monday? 

Pupil. Sunday. 


NEW WORDS 

Wednesday to-morrow 

Teacher. To-day is Wednesday. 

Wednesday comes after what day? 

Pupil. Wednesday comes after Tuesday. 

Teacher. What day is to-day? 

Pupil. To-day is Wednesday. 

Teacher. What day comes before Wednesday? 
Pupil. Tuesday comes before Wednesday. 

Teacher. To-morrow you must come to school. 

What day is to-morrow? 

Pupil. I do not know. 

Teacher. What days do you know? 

Pupil. Sunday, Monday, Tuesday and Wednesday. 

Lesson 104 

REVIEW 

Teacher. What day was yesterday? 

Pupil. Yesterday was Wednesday. 

Teacher. What day was the day before yesterday? 
Pupil. The day before yesterday was Tuesday. 
Teacher. What day comes before Tuesday? 

Pupil. Monday comes before Tuesday. 


110 


ORAL ENGLISH 


Teacher. What day comes before Monday? 

Pupil. Sunday comes before Monday. 

Teacher. Name all the days you know. 

Pupil. Sunday, Monday , Tuesday and Wednesday. 
Teacher. What day is to-day? 

Pupil. I do not know. 

NEW WORDS 
Thursday Friday 

Teacher. To-day is Thursday. 

Thursday comes after what day? 

Pupil. Thursday comes after Wednesday. 

Teacher. What day comes before Thursday? 

Pupil. Wednesday comes before Thursday. 

Teacher. Name all the days you know. 

Pupil. Sunday, Monday, etc. 

Teacher. To-morrow is Friday. 

After what day does Friday come? 

Pupil. Friday comes after Thursday. 

Teacher. What days do you know? 

Pupil. Sunday, Monday, Tuesday, Wednesday, Thurs¬ 
day, and Friday. 

Lesson 105 

REVIEW 

Teacher. What day is to-day? 

Pupil. To-day is Friday. 

Teacher. What day was yesterday? 

Pupil. Yesterday was Thursday. 

Teacher. What day comes after Thursday? 

Pupil. Friday comes after Thursday. 

(Review also the names of the other days of the week known by 
the pupils.) 


SECOND GRADE 


111 


NEW WORDS AND EXPRESSION 
Saturday day after to-morrow week 

Teacher. To-morrow is Saturday. 

Is there school on Saturday? 

Pupil. There is no school on Saturday. 

Teacher. What are you going to do on Saturday? 

Pupil. I am-. 

Teacher. What day comes after Friday f 
Pupil. Saturday comes after Friday. 

Teacher. What day is to-morrowf 
Pupil. To-morrow is Saturday. 

Teacher. What day is the day after to-morrow? 

Pupil. The day after to-morrow is Sunday. 

Teacher. On what days do you come to school? 

Pupil. We come to school on Monday, Tuesday, 
Wednesday, Thursday and Friday. 

Teacher. On what days do you not come to school? 
Pupil. We do not come to school on Saturday and 
Sunday. 

Teacher. You know all the names of the days of the 
week. 

Name all the days of the week. 

Pupil. Sunday, Monday, Tuesday, Wednesday, Thurs¬ 
day, Friday and Saturday. 

Teacher. Name the days of the week you come to 
school. 

Pupil. Monday, Tuesday, Wednesday, Thursday and 
Friday. 

Teacher. Let us count the days of the week. 

I am going to name them and you count them. 
Sunday. 

Pupil. One 
Teacher. Monday. 

Pupil. Two. 



112 


ORAL ENGLISH 


Teacher. Tuesday. 

Pupil. Three. 

Teacher. Wednesday. 

Pupil. Four. 

Teacher. Thursday. 

Pupil. Five. 

Teacher. Friday. 

Pupil. Six. 

Teacher. Saturday. 

Pupil. Seven. 

Teacher. How many days are there in a week? 

Pupil. There are seven days in a week. 

Lesson 106 
REVIEW 

Teacher. How many days a week do you come to 
schoolf 

Pupil. We come to school five days a week. 

Teacher. How many days a week you do not come to 
school? 

Pupil. We do not come to school two days a week. 
Teacher. How many days are there in a week? 

Pupil. There are seven days in a week. 

Teacher. How many days are there in a school week? 
Pupil. There are five days in a school week. 

Teacher. Name the days of the week. 

Pupil. Sunday , etc. 

Teacher. Name the days of the school week. 

Pupil. Monday, etc. 

NEW WORDS 
forward backward 

Teacher. I am walking forward. 

I am walking backward. 

Walk forward to me. 


SECOND GRADE 


113 


Pupil. I am walking jwward to you. 

Teacher. Walk backward to your seat. 

Pupil. I am walking backward to my seat. 

Teacher. Beginning with one, count forward to five. 
Pupil. One, two, three, four, five. 

Teacher. Beginning with five, count backward to one. 
Pupil. Five, four, three, two, one. 

Teacher. Name the days of the week forward. 

Pupil. Sunday, etc. 

Teacher. Name the days of the week backward. 

Pupil. Saturday, Friday, etc. 


Lesson 107 

Note: If the following words: Step, n. and v., raise, bend, 
upward, side, aside, sideways,,stretch, etc., have not been taught 
during the physical exercises, they should be taught now. 

REVIEW 

Teacher. Take two steps forward. 

Pupil. I am taking two steps forward. 

Teacher. Take three steps backward. 

Pupil. I am taking three steps backward. 

Teacher. Jump forward. 

Pupil. I am jumping forward. 

Teacher. Jump backward. 

Pupil. I am jumping backward. 

Teacher. Count forward to ten. 

Pupil. One, two, etc. 

Teacher. Beginning with ten, count backward to one. 
Pupil. Ten, nine, etc. 

Teacher. Name the days of the week forward. 

Pupil. Sunday, etc. 

Teacher. Name the days of the school week backward. 
Pupil. Friday, Thursday , etc. 


114 


ORAL ENGLISH 


NEW WORDS 

grade teach taught learn learned 

Teacher. You are in the second grade. 

X is in the first grade. 

Who is in the third grade? 

Pupil. Y is in the third grade. 

Teacher. Who is in the first grade? 

Pupil. Z is in the first grade. 

Teacher. In what grade are you? 

Pupil. We are in the second grade. 

Teacher. I am teaching you English. 

I teach the second grade. 

Who teaches the first grade? 

Pupil. Miss-teaches the first grade. 

Teacher. Who teaches you English? 

Pupil. You teach us English. 

Teacher. What am I teaching you now? 

Pupil. You are teaching us English now. 

Teacher. Who teaches school? 

Pupil. Teachers teach school. 

Teacher. Yesterday I taught you the word forward. 

What other word did I teach you? 

Pupil. You taught us backward. 

Teacher. I teach you English and you learn English. 
Now you are learning English. 

What are you learning? 

Pupil. We are learning English. 

Teacher. What are you learning to speak at home? 
Pupil. We are learning to speak Spanish at home. 
Teacher. What are you learning to speak in school? 
Pupil. We are learning to speak English in school. 
Teacher. To-day I taught you the word grade. 

You learned (or learnt ) the word grade. 
What word did you learn yesterday? 

Pupil. Yesterday I learned the word-. 




SECOND GRADE 


115 


Lesson 108 
REVIEW 

Teacher. Who is teaching you English? 

Pupil. You are teaching us English. 

Teacher. Where do you learn to speak English? 

Pupil. We learn to speak English in school. 

Teacher. Where do you learn to speak Spanishf 
Pupil. We learn to speak Spanish at home. 

Teacher. Where are you learning to read Spanish? 
Pupil. We are learning to read Spanish in school. 
Teacher. In what grade do you learn to speak English? 
Pupil. We learn to speak English in the first and sec¬ 
ond grades. 

Teacher. What does a teacher do? 

Pupil. A teacher teaches school. # 

Teacher. Name all the teachers you know and the 
grades they are teaching. 


Pupil. Miss — 

- teaches the first grade. 

Miss — 

- teaches the third grade. 

Miss — 

teaches the second grade. 

Mr. - 

— teaches the fourth grade. 


NEW WORDS 
think thought 

Teacher. I am thinking. 

I think you are learning to speak English, 
I am thinking about the book. 

I am going to tell you what I am thinking. 
The book is good. 

Think about this pencil. 

What do you think? 

Pupil. The pencil is long. 

Teacher. What did you think? 

Pupil. The pencil is-. 







116 


ORAL ENGLISH 


Teacher. Very good. 

X thought. 

About what did X think? 

Pupil. X thought about the 'pencil. 

Teacher. Who thought about the book? 

Pupil. You thought about the book. 

Lesson 109 

REVIEW 

Teacher. Think of a song you would like to sing. 
What song is it? 

Pupil. -. 

Teacher. Let us sing it. 

Think of a poem you would like to recite. 
What poem is it? 

Pupil. --. 

Teacher. Recite it. 

NEW WORDS 

hide hid game hide and seek 

Teacher. I am going to hide this eraser. 

Go to sleep. 

(Hide the eraser.) 

Wake up. 

Where is it? 

Pupil A. It is in your desk. 

Teacher. No. 

Pupil B. It is behind your chair. 

(Let them guess until they find the place.) 

Teacher. I hid the eraser. 

Where was it hid? 

Pupil. It was hid (or hidden) -. 

Teacher. We are going to play a game. 

The name of the game is hide and seek. 





SECOND GRADE 


117 


X is going out of the room. 

Y and Z are going to hide. 

Then X is going to look for Y and Z. 

X, go out of the room. 

Y and Z, hide. 

(When the children are hidden:) 

Come in, X. 

Look for Y and Z. 

Pupil. Here is Y. 

Here is Z. 

Teacher. What game did you play? 

Pupil, We played hide and seek. 

Lesson 110 

REVIEW 

Teacher. What game did I teach you yesterday? 
Pupil. You taught us hide and seek. 

Teacher. What kind of game is hide and seek? 

Pupil. Hide and seek is a good game. 

Teacher. Let us play the game again. 

NEW WORDS 

sometimes lose lost find found 

Teacher. Sometimes you know your lessons. 

Sometimes, you do not know your lessons. 
Sometimes, you do not come to school. 

What do you do sometimes? 

Pupil. Sometimes I play. 

Sometimes I study my lessons. 

Sometimes I sing. 

(Walk around the room and drop your pencil as if by acci¬ 
dent.) 

Teacher. I lost my pencil. 

Look for it, please. 
fThe pencil is brought to you.) 


118 


ORAL ENGLISH 


Thank you. 

Let us play that X is going out and that he is 
going to lose a cent. 

X, go out, please. 

(The cent is dropped on the floor.) 

X lost a cent. 

I am going to find it. 

I am looking for it. 

Here it is. 

I found it. 

Where did X lose the cent? 

Pupil. X lost the cent in the room. 

Teacher. Who found it? 

Pupil. You found it. 

Teacher. Where did I find it? 

Pupil. You found it on the floor. 

Teacher. Let us play hide and seek. 

Two boys and three girls are going to hide. 

Y is coming to find them if he can. 

(The game is played.) 

Who hid? 

Pupil. -,-,-,-,-, hid. 

Teacher. Who found them? 

Pupil. Y found them. 


Lesson 111 

REVIEW 

Teacher. X is going to hide his ruler. 
All go to sleep. 

Wake up. 

Y, find the ruler. 

(Let the child say before starting:) 







SECOND GRADE 


119 


Pupil. I think it is in Miss - ’s desk. 

(If it is not there, let him say:) 

It is not. 

(When he finds the object and shows it to the class, he should 
say:) 

It was in-. 

(Let a child say all that Y did. Example: 

Y looked for the ruler in Miss-’s desk. 

It was not there. 

He looked in my desk. 

It was not there. 

He looked behind the door. 

It was there.) 

NEW WORDS 

gun bugle drum beat 

Teacher. This is a gun. 

Who has the gun? 

Pupil. You have the gun. 

Teacher. Whose gun is it? 

Pupil. It is-’s gun. 

Teacher. This is a gun and this is a bugle. 

Take the bugle. 

Pupil. I am taking the bugle. 

Teacher. Who has the bugle? 

Pupil. X has the bugle. 

Teacher. Who has the gun? 

Pupil. You have the gun. 

Teacher. This is a drum. 

I can beat the drum. 

I am beating the drum. 

What can I beat? 

Pupil. You can beat the drum. 

Teacher. Beat the drum. 

Pupil. I am beating the drum. 

Teacher. What does Y beat? 

Pupil. Y beats the drum. 






120 


ORAL ENGLISH 


Lesson 112 

REVIEW 

Teacher. What do you see? 

Pupil. I see a bugle. 

Teacher. What do you see? 

Pupil. I see a gun. 

Teacher. What do you see? 

Pupil. I see a drum. 

Teacher. What can you do to the drum? 

Pupil. I can beat the drum. 

Teacher. Beat the drum. 

Pupil. I am beating the drum. 

NEW WORDS 

carry carried call called soldier 

Teacher. I can carry a gun. 

I am carrying a gun. 

I can carry a chair to the door. 

Carry the gun. 

Pupil. I am carrying the gun. 

Teacher. Carry the bugle to X. 

Pupil. I am carrying the bugle to X. 

Teacher. X, carry the bugle to my desk. 

Pupil. I am carrying the bugle to your desk. 
Teacher. Maria. 

I am calling Maria. 

I am going to call this girl, “Juana.” 
Call Carlos. 

Pupil. Carlos. 

Teacher. What did you do? 

Pupil. I called Carlos. 

Teacher. Who called Carlos? 

Pupil. Y called Carlos. 

(Dress some boys as soldiers. Let the Captain wear 
cap.) 


captain 


a paper 


SECOND GRADE 


121 


Teacher. These are soldiers. 

How many soldiers are there? 

Pupil. There are-soldiers. 

Teacher. This is the cay tain. 

Who is the captain? 

Pupil. Z is the captain. 

Lesson 113 

REVIEW 

Teacher. We are going to play soldiers. 

I am the Captain. 

I want soldiers. 

I am going to call for soldiers. 

(Call on the boys you need.) 

A, B, C, D, take your guns. 

E, take the drum. 

F, take the flag. 

G, take the bugle. 

Line up straight. 

Let us walk around the room. 

NEW WORDS 

march marched halt get got 

Teacher. Now we are going to march. 

We are going to march around the room. 
When I say, (( Halt!” you must stop. 
Ready! 

Keep step! 

Left! Right! Left! Right! 

Forward, March! 

Left! Right! etc. 

Halt! 

Put away your things and be seated. 

I am going to get the drum. , 



122 


ORAL ENGLISH 


I got the drum. 

Get me the bugle. 

Pupil. I am getting you the bugle. 

Teacher. Who got me the bugle? 

Pupil. X got you the bugle. 

Teacher. Captain, tell Y to get the drum. 

Pupil. Y, get the drum, please. 

Pupil. I am getting the drum. 

Teacher. For whom did you get the drum? 

Pupil. I got the drum for the Captain. 

Lesson 114 

REVIEW 

Teacher. We are going to play soldiers. 

X is going to be the Captain. 

Captain, come forward; call your men; and 
get ready to march. 

Pupil. A, B, C and D, get your guns. 

E, get your drum. 

F, get your bugle. 

G, get your flag. 

Line up straight. 

Ready! 

Keep step! 

Left! Right! etc. 

Forward, March! 

Left! Right! etc. 

Halt! 

Put away your things and be seated. 

NEW WORDS 

stay stayed while return returned but 

Teacher. X, Y, and Z, come with me to the door. 

All stay here while I return to my desk. 

Who stayed at the door? 


SECOND GRADE 


123 


Pupil. X, Y and Z stayed at the door. 

Teacher. What did X, Y and Z do while I returned to 
my desk? 

Pupil. X, Y and Z stayed at the door while you re¬ 
turned to your desk. 

Teacher. X and Y are going to return to their seats, 
but not Z. 

X and Y, return to your seats. 

Who returned to their seats? 

Pupil. X and Y returned to their seats. 

Teacher. All but whom returned to their seats? 

Pupil. All but Z returned to their seats. 

Teacher. Who stayed at the door while X and Y re¬ 
turned to their seats? 

Pupil. Z stayed at the door while X and Y returned to 
their seats. 


Lesson 115 

REVIEW 

Teacher. X and Y, come here, please. 

X, return to your seat, but Y, stay here. 

Who returned to his seat? 

Pupil. X returned to his seat. 

Teacher. What did Y do while X returned to his 
seat? 

Pupil. Y stayed at the door while X returned to his 
seat. 

(Call on five pupils to stand.) 

Teacher. All be seated but-. 

Come to me with something. 

Pupil. I am coming to you with something. 

Teacher. Come to me, but bring nothing. 

Pupil. I am coming to you, but I am bringing nothing. 



124 


ORAL ENGLISH 


NEW WORDS 

alone together between 

Teacher. No one is with me in the front part of the 
room. 

I am alone. 

Come to me, X. 

Pupil. I am coming to you. 

Teacher. I am not alone now. 

Y, go to the door alone. 

Pupil. I am going to the door alone. 

Teacher. Who went to the door alone? 

Pupil. Y went to the door alone. 

Teacher. X and I are going to the door together. 

X, let us walk around the room together. 
What are we doing, X? 

Pupil. We are walking together. 

Teacher. - and -, stand together. 

What are-and- doing? 

Pupil. - and-are standing together. 

Teacher. -and-, sit together on my chair. 

How do they sit? 

Pupil. They sit together. 

Teacher. Where do they sit together? 

Pupil. They sit together on your chair. 

Teacher. Stand together. 

I am standing between the two. 

(Write on the board 1, 2, 3.) 

The number two is between one and three. 

- and -, stand together in the 

front part of the room. 

-, stand between the two. 

Pupil. I am standing between the two. 

Teacher. Who stands between-and-? 

Pupil. Z stands between-and-. 

















SECOND GRADE 


125 


Lesson 116 
REVIEW 

Teacher. Where is your nose? 

Pupil. My nose is between my eyes. 

Teacher. What is between your eyes and your mouthf 
Pupil. My nose is between my eyes and my mouth. 
Teacher. Put two books on the chalk tray. 

Pupil. I am putting two books on the chalk tray. 
Teacher. Put an eraser between the two books. 

Pupil. I am putting an eraser between the two books. 
Teacher. Put the two books together on my desk. 
Pupil. I am putting the two books together on your 
desk. 

Teacher. Walk alone around the room. 

Pupil. I am walking alone around the room. 

Teacher. X, walk with him. 

Pupil. I am walking with him. 

Teacher. How are X and Y walking? 

Pupil. X and Y are walking together. 


NEW WORDS 

bag light (adj.) heavy 

(Have a paper bag filled with something light and a large 
cloth bag filled with something heavy.) 

Teacher. This is a bag. 

It is a paper bag. 

Take the bag. 

Pupil. I am taking the bag. 

Teacher. Put the bag on the floor. 

Pupil. I am putting the bag on the floor. 

Teacher. Pick up the bag from the floor. 

Pupil. I am picking up the bag from the floor. 
Teacher. What kind of bag is it? 


126 


ORAL ENGLISH 


Pupil. It is a paper bag. 

Teacher. This is another bag. 

What is it made of? 

Pupil. It is made of cloth. 

Teacher. Yes, it is a cloth bag. 

The paper bag is light. 

This bag is heavy. 

Carry the heavy bag to X. 

Pupil. I am carrying the heavy bag to X. 

Teacher. Carry the light bag to X. 

Pupil. I am carrying the light bag to X. 

(Call on some one who can not carry the heavy bag.) 
Teacher. Carry the heavy bag to Y. 

Pupil. I can not. 

Teacher. Why not? 

Pupil. It is too heavy. 

Lesson 117 

REVIEW 

Teacher. Name light things in the room. 

Pupil. Your chair; my book; my pencil; the pictures; 
etc. 

Teacher. Name heavy things. 

Pupil. Your desk; our desks; etc. 

Teacher. Name heavy things you have at home. 
Pupil. Our table; our stove; our horse; etc. 

Teacher. Who carried the heavy bag yesterday? 
Pupil. X carried the heavy bag yesterday. 

Teacher. Who carried the light bag? 

Pupil. Y carried the light bag. 

NEW WORDS 

because why help (n. and v.) tired rest 

Teacher. I want to carry my desk there. 

I can not. 


SECOND GRADE 


127 


I can not, because it is too heavy. 

You can not take this picture, because it is 
too high. 

You can not read English, because you have 
not learned it. 

(Pin something high on the wall.) 

Take this. 

Pupil. I can not. 

Teacher. Why not? 

Pupil. Because it is too high. 

Teacher. Why do you study? 

Pupil. I study because I want to learn. 

Teacher. I can not carry my desk. 

I need help. 

Come and help me, please. 

What are you doing? 

Pupil. I am helping you. 

Teacher. Help X to carry this heavy bag. 

Pupil. I am helping X to carry this heavy bag. 
Teacher. Who is helping X? 

Pupil. Y is helping X. 

(Carry something heavy and play that you are tired.) 
Teacher. I am tired. 

I am too tired to carry-. 

I must rest. 

I am going to sit down and rest. 

Now I am resting. 

What am I doing? 

Pupil. You are resting. 

Teacher. Why am I resting? 

Pupil. You are resting because you are tired. 

Teacher. Now I not tired. 

I can walk. 



128 


ORAL ENGLISH 


Lesson 118 

REVIEW 

Teacher. When do we rest? 

Pupil. We rest when we are tired. 

Teacher. When do we get tired? 

Pupil. We get tired when we work. 

Teacher. Why do you come to school? 

Pupil. We come to school because we want to learn. 

Teacher. Why do we eatt 

Pupil. We eat because we are hungry. 

Teacher. Why do we drink f 
Pupil. We drink because we are thirsty. 

NEW WORDS 

build built cry cried lonesome 

Teacher. Mr. -is building a house. 

I would like to build a house too. 

Who are building houses? 

Pupil. Mr. - is building a house. 

Mr. - is building a house. 

Mr. - is building a house. 

(Hold your handkerchief to your eyes and play you are 
crying.) 

Teacher. I am crying. 

Cry. 

Teacher. Who cries? 

Pupil. X cries. 

Teacher. What is X doing? 

Pupil. X is crying. 

Teacher. Stop crying. 

Who cried? 

Pupil. X cried. 






SECOND GRADE 


129 


Teacher. When you live alone you are lonesome. 

No one likes to live alone. 

Who lives alone with his mother? 

Pupil. Y lives alone with his mother. 

Teacher. If your mother went away, you would be 
lonesome. 

You would be lonesome for your mother. 
(Make a large drawing of a house on the board.) 

This house was built by X. 

X lives alone in his little house. 

(Have the child sit on a chair in front of his house.) 

See, X is sitting in front of his house. 

Who built the house? 

Pupil. X built the house. 

Teacher. How does X livef 
Pupil. X lives alone. 

Teacher. Yes, he lives alone. 

He is lonesome. 

Cry , X. 

What is X doing? 

Pupil. X is crying. 

Teacher. Why does X cry? 

Pupil. X cries because he is lonesome. 

Teacher. Why is X lonesome? 

Pupil. X is lonesome because he lives alone. 


Lesson 119 

REVIEW 

Teacher. Who built a new house? 

Pupil. Mr. —-built a new house. 

Teacher. Who is building a house now? 

Pupil. Mr. - is building a house now. 

Teacher. Who lives alone in a house? 




130 


ORAL ENGLISH 


Pupil. 


Teacher. 
Pupil. I 
I 
I 

Teacher. 

Pupil. I 
I 
I 


- lives alone. 

- lives alone. 

How would you like to live alone in a house? 
would not. 
would not like it. 

would not like to live alone in a house. 

What would you do if you were alone in a 
house? 
would cry. 

would go to -. 

would go away. 


NEW WORDS 

me-ow moo cluck 

bow-ow baa quack 

(Teach the following:) 

The cat says, “Me-owl” 

The dog says, “Bow-ow!” 

The cow says, “Moo!” 

The sheep says, “Baa!” 

The hen says, “Cluck!” 

The duck says, “Quack!” 

Note: The goat also says, “Baa!” 


Lesson 120 

REVIEW 

Teacher. You are going to be animals. 
Who wants to be a cat? 

Pupil. I . 

Teacher. Come forward, Cat. 

Who wants to be a dog? 


Pupil. 7. 





SECOND GRADE 


131 


Teacher. Come forward, Dog. 

(Keep this up until enough pupils to represent the animals 
whose call has been taught in Lesson 119 are lined up in 
front of the class.) 


Teacher. 

What are you? 

Pupil A. 

I am a cat. 

Pupil B. 

I am a dog. 

Pupil C. 

I am a cow. 

Pupil D. 

I am a sheep. 

Pupil E. 

I am a hen. 

Pupil F. 

I am a duck. 

Teacher. 

What do you say? 

Pupil A. 

I say, “Me-ow! Me-ow!” 

Pupil B. 

I say, “Bow-ow! Bow-ow 

Pupil C. 

I say, 11 Moo! Moo!” 

Pupil D. 

I say, “Baa! Baa!” 

Pupil E. 

I say, “ Cluck! Cluck!” 

Pupil F. 

I say, “Quack! Quack!” 

Teacher. 

What do you eat? 

Pupil A. 

I eat mice. 

Pupil B. 

I eat meat. 

Pupil C. 

I eat grass. 

Pupil D. 

I eat grass. 

Pupil E. 

I eat rice. 

Pupil F. 

I eat bread. 


NEW WORDS 

wool lay corn take care 

(Teach the following:) 

Teacher. The sheep gives us wool. 

The hen lays eggs. 

The hen eats corn. 

The dog takes car§ of the house. 



132 ORAL ENGLISH 

Lesson 121 

REVIEW 

(As in Lesson 120, have the pupils represent animals. The duck 
should say that he eats corn. Add the following to the 
exercise:) 


Teacher. 

What do you do? 

Pupil A. 

I catch mice and rats. 

Pupil B. 

I take care of the house. 

Pupil C. 

I give milk. 

Pupil D. 

I give wool. 

Pupil E. 

I lay eggs. 

Pupil F. 

I lay eggs. 


NEW WORDS 
voice throat 

Teacher. When I speak you hear me. 

You hear my voice. 

I am speaking in a low voice. 

Now I am speaking in a loud voice. 

Who speaks in a low voice? 

Pupil. X speaks in a low voice. 

Teacher. Who has a sweet voice? 

Pupil. Y has a sweet voice. 

Teacher. My voice comes from my throat. 

Where is your throat? 

Pupil. My throat is here. 

Teacher. Where does your voice come from? 

Pupil. My voice comes from my throat. 

Lesson 122 

REVIEW 

(Draw the picture of a house on the board, or better still,' have 
a doll’s house in the front part of the room. Let a boy 
represent a cat who built the house to live in.) 

Cat. I built this little house to live in. 

I am all alone. 


SECOND GRADE 


133 


(He cries.) 

Me-ow! Me-ow! 

I do not like to live alone. 

I want some one to live with me. 

Me-ow! Me-ow! 

(The dog comes along.) 

Dog. Good morning, Cat. 

Cat. Good morning, Dog. 

Dog. Why do you cry? 

Cat. I cry because I am lonesome. 

I do not like to live alone. 

I want some one to live with me. 

Me-ow! Me-ow! 

Dog. Do you want me to live with you? 

Cat. Yes, but first I must hear you sing. 

Dog. I will sing for you. Listen: 

Bow-ow! Bow-ow! 

Cat. Stop! Stop! 

I do not like your voice. 

Go away. 

(Let the Cow, the Sheep or the Goat, the Hen, the Duck, come 
one after the other and keep up the same conversation. All 
are sent away. Then comes a cat. When he sings for the 
lonesome cat, the latter says:) 

Cat. Oh, you have a sweet voice. 

I like you. 

I want you to live with me. 

(Both sit together and sing:) 

Me-ow! Me-ow! 

NEW WORDS 

myself yourself yourselves himself 

Teacher. I will sweep the floor myself. 

I bought this for myself. 

Ask me to erase the words from the board. 


134 


ORAL ENGLISH 


Pupil. Erase the words from the board , please. 
Teacher. No, do it yourself. 

Tell X to close the door himself. 

Pupil. X, close the door yourself. 

Teacher. Boys and girls, do your work yourselves. 


Lesson 123 


REVIEW 


Teacher. 


I am going to do something. 

I want one of you to tell me that you will do 
it for me. 

Ready! 

I am going to close the door. 

Pupil. Let me close the door for you. 

Teacher. Thank you. 

I can do it myself. 

X, do something. 

Y, ask X to let you do it for him. 

X, tell Y you can do it yourself. 

I am going to open the window. 

Let me close the window for you. 

Thank you. 

I can close it myself. 


Pupil A. 
Pupil B. 
Pupil A. 


NEW WORDS 
herself themselves 


Teacher. 
Pupil A. 
Pupil B. 
Teacher. 


Ask X if she made her dress herself. 

X, did you make your dress yourself? 

No, mother made it for me. 

What woman makes her dresses herself? 

Pupil. Miss (or Mrs.)-makes her dresses herself. 

Teacher. What man makes his suits himself? 

Pupil. Mr. -makes his suits himself. 




SECOND GRADE 


135 


Teacher. I made this myself. 

Who made this? 

Pupil. -made that. 

Teacher. Y and Z, come forward. 

Tell them to wash themselves. 

Pupil. Y and Z, wash yourselves. 

Teacher. When children have dirty clothes on, what 
should they do? 

Pupil. They should change them. 


Lesson 124 
REVIEW 

Teacher. Where do you bathe yourself? 

Pupil. I bathe myself in the hath tub. 

Teacher. Who made herself a dress? 

Pupil. -made herself a dress. 

Teacher. Who built himself a house? 

Pupil. -built himself a house. 

Teacher. How many men built themselves houses in 
-? 

Pupil. - men built themselves houses. 

NEW WORDS 

bird feathers wings fly flew 

Teacher. This is the picture of a bird. 

Where have you seen a little bird? 

Pupil. I have seen a little bird in-. 

Teacher. How many feet has the little bird? 

Pupil. The little bird has two feet. 

Teacher. Tell me all you can about the little bird. 
Pupil. The bird is small. 

It is pretty. 

It has two eyes, one mouth , one throat, etc. 








136 


ORAL ENGLISH 


Teacher. The bird is covered with feathers. 
What color are the feathers? 

Pupil. The feathers are -. 

Teacher. The bird has two wings. 

It can fly with its wings. 

What do the birds do f 
Pupil. The birds fly from tree to tree. 
Teacher. With what do they fly? 

Pupil. They fly with their wings. 


Lesson 125 
REVIEW 

Teacher. Tell about a little bird you saw. 

Pupil. I saw a little bird in a tree. 

It was very pretty. 

It was yellow. 

It had two eyes, two feet, etc. 

It had two wings. 

It was covered with feathers. 

It had one throat. 

It sang a pretty song. 

NEW WORDS 

hop nest branch 

Note: To jump on one leg is to hop. 

Teacher. Do little birds walk like boys and girls? 
Pupil. No. 

Teacher. Do they walk by putting one foot forward 
like this? 

Pupil. No. 

Teacher. How do they walk? 

(Let the pupils try to describe how a bird walks. They may 
say that it jumps with its two feet together. Accept this.) 



SECOND GRADE 


137 


They hop. 

Do hens walk or hop? 

Pupil. Hens walk. 

Teacher. A bird builds a nest. 

The nest is its house. 

Where do the birds lay their eggs? 
Pupil. Birds lay their eggs in their nests. 
Teacher. Where did you see a bird’s nest? 

Pupil. I saw a bird’s nest-. 

Teacher. This is a branch. 

It is a branch of this tree. 

What do you see on the branch? 
Pupil. I see a bird’s nest. 

Teacher. How many eggs are there in the nest? 
Pupil. There are-eggs in the nest. 


Lesson 126 

REVIEW 

Teacher. Hop to me. 

Pupil. I am hopping to you. 

Teacher. What animals hop? 

Pupil. Birds hop. 

(Hold a picture of a little bird in front of the class and let the 
pupil describe it.) 

(Teach the following song:) 


LITTLE BIRD IN THE TREE 



Lit - tie bird in the tree, In the tree, in the tree. 


7 

h\ r* 

- d=i 

s --- 1 

J- 1 - 1 


4 



—r—*-d- 


Lj — u 


Lit-tie bird 

in the tree, 

Sing a song to 

me. 






































138 


ORAL ENGLISH 


NEW WORDS 

stone wrong right 

Teacher. I have a stone. 

What do you see? 

Pupil. I see a stone. 

Teacher. Take the stone and tell the class if it is light. 
Pupil. It is not light. 

It is heavy. 

Teacher. Throw me the stone. 

Pupil. I throw you the stone. 

Teacher. What did I do to the stone? 

Pupil. You caught the stone. 

Teacher. Should children throw stones at little birds? 
Pupil. No. 

They should not. 

Children should not throw stones at little birds. 
Teacher. It is wrong to throw stones at little birds. 

It is not right. 

Is it right to throw stones at animals? 

Pupil. It is wrong. 

(Write on the board a misspelled word.) 

Teacher. Is this word spelled right? 

Pupil. No. 

It is wrong. 

Teacher. Correct it. 

Is it right now? 

Pupil. It is. 


Lesson 127 

REVIEW 

Teacher. Should children throw stones at little birds? 
Pupil. No. 

Children should not throw stones at little birds. 


SECOND GRADE 


139 


Teacher. What kind of children throw stones at little 
birds? 

Pupil. Bad children. 

Teacher. I am going to write a word on the board. 
(Misspell it.) 

I want to see it right. 

Write it for me. 

How is it now f 
Pupil. It is right. 

NEW WORDS 

hurt kill killed die died dead 

(Strike your hand with a ruler.) 

Teacher. I hurt myself. 

Oh, it hurts. 

(Find among the pupils some one who got hurt.) 

X got hurt. 

He hurt his-. 

Who hurt himself? 

Pupil. X hurt himself. 

Teacher. Who else hurt himself? 

Pupil. Y hurt himself. 

Teacher. Tell me what these children did. 

Pupil. X hurt his foot. 

Y hurt his hand. 

Z hurt his head. 

(Strike some one on his hand.) 

Teacher. Does it hurtf 
Pupil. Yes. 

It does. 

It hurts. 

(Play that you shoot an animal with a gun.) 



140 


ORAL ENGLISH 


Teacher. I am going to kill this- with the gun. 

I killed it. 

What did I do? 

Pupil. You killed the - . 

Teacher. With what did I kill the-? 

Pupil. You killed the-with the gun. 

Teacher. Yes, I killed the-. 

It is dead. 

What is dead? 

Pupil. -is dead. 

(Show the pupils a dead insect and one alive.) 

Teacher. Tell me something about this little animal. 
Pupil. It is dead. 

Teacher. Yes, it is dead. 

This one is living. 

Why should you not kill little birds? 

Pupil. Because it is wrong. 

Lesson 128 

REVIEW 

(Play that you are in the woods hunting wild animals: the 
bear, the wolf, etc.) 

NEW WORDS 

plant (n.) insect worm feed fed 

Teacher. This is a plant. 

What color is the plant? 

Pupil. The plant is green. 

(If you have plants in the room, ask:) 

Teacher. How many plants do you see in the room? 

Pupil. I see-plants. 

Teacher. This is an insect. 

What do insects eatf 
Pupil. Insects eat plants. 









SECOND GRADE 


141 


Teacher. What should you do to the insects? 

Pupil. We should kill them. 

Teacher. Why should we kill them? 

Pupil. Because they are bad. 

Teacher. Why are they bad? 

Pupil. They are bad because they hurt, (eat or kill) 
the plants. 

Teacher. This is a worm. 

What do you see? 

Pupil. I see a worm. 

Teacher. What do worms eat? 

Pupil. Worms eat plants. 

Teacher. What should we do to those bad worms? 
Pupil. We should kill them. 

Teacher. What animals eat insects and worms? 

Pupil. Birds eat insects and worms. 

Teacher. Yes, birds feed on insects and worms. 

On what do we feed babies? 

Pupil. We feed babies on milk. 

Teacher. On what do birds feed? 

Pupil. Birds feed on worms and insects. 

Teacher. Why should we not kill birds? 

Pupil. We should not kill birds because they feed on 
insects. 

Teacher. Why should we kill insects? 

Pupil. We should kill insects because they eat the 
plants. 


Lesson 129 

NAMES OF BIRDS 

blackbird (chango) humming bird (picaflor) 

mocking bird (sinsonte, kingbird (pitirre) 

"ruisenor”) pigeon (paloma) swallow (golondrina) 

(Teach the names of these birds by means of translation.) 


142 


ORAL ENGLISH 


Lesson 130 

REVIEW 

Teacher. Why do you like birds? 

Pupil A. I like birds because they are pretty. 

Pupil B. I like birds because they sing. 

Pupil C. I like birds because they build their nests 

near my home. 

Pupil D. I like birds because they eat insects. 

Pupil E. I like birds because they eat worms. 


earth 

Teacher. 


seed 


NEW WORDS 


plant (v.) 


grow 


grew 


This is some earth. 

What do you see? 

Pupil. I see some earth. 

Teacher. This is a seed. 

What kind of seed is it? 

Pupil. It is a small seed. 

Teacher. What color is the seed? 

Pupil. The seed is-. 

Teacher. I am going to plant the seed. 

I am going to plant many seeds. 

In what am I planting the seeds? 

Pupil. You are planting the seeds in earth. 
Teacher. Plant three seeds. 

Pupil. I am planting three seeds. 

Teacher. In what are you planting the seeds? 
Pupil. I am planting the seeds in earth. 

Teacher. Cover the seeds with earth. 

Pupil. I am covering the seeds with earth. 
Teacher. Put in a little water on the earth. 
Pupil. I am putting in a little water on the earth. 



SECOND GRADE 


143 


Teacher. Little plants will grow out of the seeds. 
This plant is growing. 

What tree is growing near the school house? 

Pupil. - is growing near the school house. 

Teacher. How tall does a mango tree grow? 

Pupil. A mango tree grows as tall as a home. 
Teacher. When I was a little girl I grew very fast. 

What tree grew fast? 

Pupil. - 1 — grew fast. 

Lesson 131 

REVIEW 

Teacher. What did we plant? 

Pupil. We planted seeds. 

Teacher. What kind of seeds were they? 

Pupil. They were little seeds. 

Teacher. Who planted the seeds? 

Pupil. You and X planted the seeds. 

Teacher. In what did we plant the seeds? 

Pupil. You planted the seeds in earth. 

Teacher. With what did we cover the seeds? 

Pupil. You covered the seeds with earth. 

Teacher. What did X put over the earth? 

Pupil. X put water over the earth. 

Teacher. What will grow from the seeds? 

Pupil. Little plants will grow from the seeds. 
Teacher. Now, you have some seeds to plant. 

Tell us how you are going to plant them. 
First, you are going to get some earth. 
Second, you are going to plant the seeds. 
You tell us. 

Pupil. First, I take some earth. 

Second, I put the seeds in the earth. 

Third, I cover the seeds with earth. 

Fourth, I put some water over the earth. 




144 


ORAL ENGLISH 


NEW WORDS 

vegetables lettuce radish 

eggplant onion cabbage 

Teacher. I have some vegetables. 

How many kinds are there? 

Pupil. There are five kinds of vegetables. 

(Teach their names.) 

Teacher. What kind of vegetables do you like? 

Pupil. I like-,-, etc. 

Teacher. From what do vegetables grow? 

Pupil. Vegetables grow from seeds. 

Teacher. Where are seeds planted? 

Pupil. Seeds are planted in earth. 

Lesson 132 
REVIEW 

Teacher. What vegetables do you like? 

Pupil. I like radishes. 

Teacher. What vegetables do you like? 

Pupil. I like cabbage. 

Teacher. And you? 

Pupil. I like onions. 

Teacher. How do you like eggplants cooked? 

Pupil. I like fried eggplants. 

Teacher. Of what is a salad made? 

Pupil. A salad is made of lettuce, tomatoes, onions, etc. 
(If you care to, teach the expression olive oil.) 

NEW WORDS 

vegetable garden beautiful 

flower garden fine 

Teacher. I am showing you the picture of a garden. 

It is a flower garden. 




SECOND GRADE 145 

We call it a flower garden because flowers 
grow in it. 

Who has a flower garden? 

Pupil. -has a flower garden. 

Teacher. Who else has a flower garden? 

Pupil. -has a flower garden. 

Teacher. A garden with vegetables growing in it, is 
called a vegetable garden. 

Who has a vegetable garden? 

Pupil. -has a vegetable garden. 

Teacher. What grows in a vegetable garden? 

Pupil. -,-, etc., grow in a vegetable garden. 

Teacher. This is a beautiful garden. 

It is a fine garden. 

There are beautiful flowers growing in it. 
Who lives in a beautiful house? 

Pupil. Mr.- lives in a beautiful house. 

Teacher. What kind of day is to-day? 

Pupil. This is a fine day. 


Lesson 133 

REVIEW 

Teacher. What would you like to have near your 
home? 

Pupil. I would like to have a flower garden. 

Teacher. What kind of flower garden would you like 
to have? 

Pupil. I would like to have a fine (or pretty or beauti¬ 
ful) flower garden. 

Teacher. What other kind of garden would you like 
to have? 

Pupil. I would like to have a vegetable garden. 

Teacher. If you had a vegetable garden what would 
you plantf 








146 


ORAL ENGLISH 


Pupil. I would plant-. 

Teacher. What kind of gardens give us food? 

Pupil. Vegetable gardens give us food. 

Teacher. What kind of gardens give us flowers? 
Pupil. Flower gardens give us flowers. 

NEW WORDS 

PARTS OF THE BODY 

forehead lip tongue 

eyebrow chin palate 

(Teach these words and have a conversation 

% 

Lesson 134 

REVIEW 

Teacher. Name the parts of your head which you know. 
Pupil. Hair, nose, forehead, ears, eyebrow, lips, mouth, 
tongue, teeth, palate. 

Teacher. Name the parts of the body. 

Pupil. Chest, back, arms, hands, legs, feet. 

Teacher. How many noses, foreheads, etc., have you? 
Pupil. I have one nose, one forehead, etc, 

NEW WORDS 

kite stick tie tied 

Teacher. I have a kite. 

What is this? 

Pupil. That is a kite. 

Teacher. What can a kite do? 

Pupil. A kite can fly. 

Teacher. This is a stick. 

How many sticks were used to make the kite? 

Pupil. - sticks were used to make the kite. 

Teacher. The sticks are tied together here. 

Tie my hands together. 


finger 

chest 

using the same.) 




SECOND GRADE 


147 


Pupil. I am tying your hands together. 

Teacher. You tied my hands. 

Who tied my hands? 

Pupil. X tied your hands. 

NEW WORDS 

string tail hold held 

Teacher. I have a string. 

Take the string. 

Pupil. I take the string. 

Teacher. Tie the string to the kite. 

Pupil. I am tying the string to the kite. 

Teacher. What did he do? 

Pupil. He tied the string to the kite. 

Teacher. This is the tail of the kite. 

To what is the tail tied? 

Pupil. The tail is tied to the kite. 

Teacher. Of what is the tail made? 

Pupil. The tail is made of paper. 

Teacher. I am going to hold the kite by the string. 
I am holding the string. 

Hold the string. 

He held the string. 

By what did he hold the kite? 

Pupil. He held the kite by the string. 

Lesson 135 

REVIEW 

Teacher. Who can make a kite? 

Pupil. I can make a kite. 

Teacher. With what do you make a kite? 

Pupil. I make a kite with sticks, paper and a string. 
Teacher. What do you tie to the kite? 

Pupil. I tie a string to the kite. 


148 


ORAL ENGLISH 


Teacher. What does the kite do? 

Pupil. The kite flies. 

Teacher. By what do you hold the kite? 

Pupil. I hold the kite by the string. 

REVIEW 

up down air through 

Teacher. I am standing up. 

I am sitting up straight. 

I am holding up the flag. 

All sit up straight. 

Stand up. 

Pupil. I am standing up. 

Teacher. Hold up the flag. 

Pupil. I am holding up the flag. 

Teacher. I am sitting down. 

I am taking down the picture from the walk 
I am putting up the picture. 

Sit down on my chair. 

Pupil. I am sitting down on your chair. 

Teacher. By what do we bring down a kite? 

Pupil. We bring down a kite by the string. 

Teacher. Take down the flag from the wall. 

Pupil. I am taking down the flag from the wall. 

(Speak of up the street and down the street.) 

Teacher. The kite goes up in the air. 

Where does the kite fly? 

Pupil. The kite flies in the air. 

Teacher. Where do the birds fly? 

Pupil. The birds fly in the air. 

Teacher. I am going out through the door. 

The air comes into the room through the 
doors and windows. 

Through what do the birds fly? 


SECOND GRADE 


149 


Pupil. The birds fly through the air. 

Teacher. Through what does the air get into my chest? 
Pupil. The air gets into your chest through your nose. 


Lesson 136 
REVIEW 

Teacher. Stand up alone near my desk. 

Pupil. I am standing up alone near your desk. 

Teacher. Stand up with him. 

Pupil. I am standing up with him. 

Teacher. Who are standing up together? 

Pupil. X and Y are standing up together. 

Teacher. Sit down together on my chair. 

Who are sitting down together? 

Pupil. X and Y are sitting down together. 

Teacher. Through what does the air get into the room? 
Pupil. The air gets into the room through the doors 
and windows. 

Teacher. How do you get out of the room? 

Pupil. I get out of the room through the door. 
Teacher. What can you fly in the air. 

Pupil. I can fly a kite. 

Teacher. By what do you hold a kite? 

Pupil. I hold a kite by the string. 

NEW WORDS 

few many more or 

Teacher. I have few books on my chair. 

I have many books on my desk. 

X and Y, stand up. 

There are few children standing up. 

There are many children sitting down. 

Who has few books? 


150 


ORAL ENGLISH 


Pupil. I have few books. 

Teacher. Who has many books? 

Pupil. You have many books. 

Teacher. What have I? 

Pupil. You have a few 'pencils. 

Teacher. I want more pencils. 

Bring me one more. 

Pupil. I am bringing you one more. 

Teacher. Who has more pencils, Z or I? 

Pupil. You have more pencils than Z. 

Teacher. What street has many houses? 

Pupil. - Street has many houses. 

Lesson 137 
REVIEW 

Teacher. Who has few brothers and sisters? 

Pupil. I have few brothers and sisters. 

Teacher. Who has many brothers and sisters? 

Pupil. I have many brothers and sisters. 

Teacher. How many days have you come to school this 
week? 

Pupil. I came to school-days. 

Teacher. How many more days are there? 

Pupil. There are-more days. 

Teacher. Do we have more hands than fingersf 
Pupil. We have more fingers than hands. 

NEW WORDS 
any enough 

Teacher. X has a book in his hand. 

I have none. 

Have you any? 

Pupil. I have none. 





SECOND GRADE 


151 


Teacher. Who has any? 

Pupil. I have some. 

Teacher. Bring them to me. 

Pupil. I am bringing them to you. 

Teacher. I have a few books. 

This is not enough. 

I want more. 

Bring me two more. 

Pupil. I am bringing you two more. 

Teacher. I have enough, thank you. 

Who has enough money to live well? 
Pupil. Mr. -has enough money to live well. 


Lesson 138 
REVIEW 

(Let three pupils stand in front of the class—one with two 
rulers in his hands, one with six rulers, and one without 
anything.) 

Teacher. Who have rulers? 

Pupil. X and Y have rulers. 

Teacher. Who has none? 

Pupil. Z has none. 

Teacher. Have I any? 

Pupil. You have none. 

Teacher. Who has few rulers? 

Pupil. X has few rulers. 

Teacher. Who has many rulers? 

Pupil. Y has many rulers. 

Teacher. Who has more rulers, X or Y? 

Pupil. Y has more rulers than X. 

Teacher. How many more has he? 

Pupil. He has four more. 



152 ORAL ENGLISH 

NEW WORDS 

way same by side 

Teacher. I can go out this way (pointing to the door). 

I can also go out that way (pointing to an¬ 
other door). 

Go out this way. 

Pupil. I am going out this way. 

Teacher. Go out that way. 

Pupil. I am going out that way. 

Teacher. I can go out the same way. 

I am going out the same way. 

Go out the same way. 

Pupil. I am going out the same way. 

Teacher. I can go out this way or that way. 

What way can you go out of the room? 
Pupil. I can go out of the room this way. 

Teacher. This is my right side. 

This is my left side. 

Stand at my right side. 

Pupil. I am standing at your .right side. 

Teacher. Where is X standing? 

Pupil. X is standing at your right side. 

Teacher. Stand by the door. 

Pupil. I am standing by the door. 

Teacher. We should write this way (writing slant¬ 
ingly), and not this way (writing verti¬ 
cally). 

This is the right way of writing. 

This is the wrong way. 

Lesson 139 

REVIEW 

Teacher. Write a word on the board. 

Pupil. I am writing a word on the board. 


SECOND GRADE 


153 


Teacher. Write the same word in the same way. 
Pupil. I am writing the same word in the same way. 
Teacher. How did the girl write the word? 

Pupil. The girl wrote the word in the right way. 
Teacher. Write the same word in the same way three 
times. 

Pupil. I am writing the same word in the same way 
three times. 

Teacher. Read in a low voice. 

How is X reading? 

Pupil. X is reading in a low voice. 

Teacher. Read in the same way. 

NEW WORDS 

early late bright 

Teacher. I get’ up early in the morning. 

Children, you must come to school early, not 
late. 

X came to school late this morning. 

Who else came to school late? 

Pupil. Y came to school late. 

Teacher. When should you come to school? 

Pupil. We should come to school early. 

Teacher. The sun is bright. 

The night is dark. 

(Have a few objects of bright colors, others of dark colors.) 

This is a bright red ribbon. 

This is a bright blue -. 

Take a bright blue-. 

Pupil. I am t.aking a bright blue-. 

Teacher. Take a dark green-. 

Pupil. I am taking a dark green —-. 







154 


ORAL ENGLISH 


Lesson 140 

(Teach the following song:) 

THIS IS THE WAY WE CLAP OUR HANDS 



This is the way we clap our hands.So ear - ly in the morn-ing. 

2. This is the way we wash our hands, etc. 

3. This is the way we brush our hair, etc. 

4. This is the way we tie our shoes, etc. 

5. This is the way we ring the bell, etc. 


Lesson 141 

REVIEW 

Teacher. Name all the bright red things you see in the 
room. 

Pupil. I see a bright red ribbon. 

I see a bright red dress. 

I see a bright red circle. 

I see a bright red square. 

(In the same way review: dark green; dark blue; etc.) 

NEW WORDS 

break broke tear tore 

Teacher. I am going to break this stick: 

See! 

(Break it.) 

I broke the stick. 

Take a crayon and break it. 


























SECOND GRADE 


155 


Pupil. I am taking a crayon and I am breaking it. 
Teacher. Who broke the crayon? 

Pupil. X broke the crayon. 

Teacher. What did I break? 

Pupil. You broke the stick. 

Teacher. Now, I am tearing a piece of paper. 

Tear the piece of cloth. 

Pupil. I am tearing the piece of cloth. 

Teacher. Tear the ribbon. 

Pupil. I am tearing the ribbon. 

Teacher. You tore the ribbon. 

Who tore the piece of cloth? 

Pupil. X tore the piece of cloth. 

Teacher. Who tore the ribbon? 

Pupil. Y tore the ribbon. 

Teacher. What did I tear? 

Pupil. You tore the paper. 

Note: Since break and tear are often misused in Porto Rico, 
the meaning of these two words should be well explained to the 
pupils. We break a pencil; a crayon; a glass; a ruler; an 
arm; a leg; etc. We tear a paper; a cloth; our clothes, etc. 


Teacher. 
Pupil A. 
Pupil B. 
Pupil C. 
Pupil D. 
Teacher. 
Pupil A. 
Pupil B. 
Pupil C. 
Pupil D. 


Lesson 142 

REVIEW 

Name things you can tear. 

I can tear my dress. 

I can tear my shirt. 

I can tear the ribbon. 

I can tear the paper. 

Name things you can break. 
I can break my pencil. 

I can break a crayon. 

I can break a stick. 

I can break my ruler. 


156 


ORAL ENGLISH 


NEW WORDS 

fall fell care careful carefully 

Teacher. I am going to let the ruler fall on the 
floor. 

Where is the ruler falling? 

Pupil. The ruler is falling on the floor. 

Teacher. Run and fall down. 

Pupil. I am running and falling down. 

Teacher. X fell down. 

Who fell down? 

Pupil. X fell down. 

Teacher. On what did he fall down? 

Pupil. He fell down on the floor. 

Teacher. I am going to walk. 

I am going to take care not to fall. 

I do not want to fall down. 

Walk with care. 

Pupil. I am walking with care. 

Teacher. Write on the board with care. 

Pupil. I am writing on the board with care. 

Teacher. Children should work with care. 

They should be careful. 

Who is a careful girl in her work? 

Pupil. Y is a careful girl in her work. 

Teacher. Who is a careful boyf 
Pupil. Z is a careful boy. 

Teacher. Boys and girls should do their work care¬ 
fully. 

Who writes carefully? 

Pupil. - writes carefully. 

Teacher. Who reads carefully? 

Pupil. -reads carefully. 




SECOND GRADE 


157 


Teacher. 
Pupil A. 
Pupil B. 
Pupil C. 
Pupil D. 
Pupil E. 
Pupil F. 
Pupil G. 


Lesson 143 

REVIEW 

Do many things carefully. 

I walk carefully. 

I write carefully. 

I run carefully. 

I dust the board carefully. 
I sweep the floor carefully. 
I read carefully. 

I speak English carefully. 


(Review fall and fell.) 

NEW WORDS 

letter receive received 


friend 


hope 


Teacher. This is a letter. 

I received the letter to-day. 
What is this? 

Pupil. That is a letter. 

Teacher. Who received the letter? 
Pupil. You received the letter. 

Teacher. The letter is from-. 

-is my friend. 


Who is your friend? 

Pupil. X is my friend. 

Teacher. What friend wrote you a letter? 

Pupil. -wrote me a letter. 

Teacher. I hope to receive a letter from-. 

I hope you are going to study very much. 


Pupil. 


Who is hoping to receive a letter? 
You are hoping to receive a letter. 


Teacher. What do you hope? 

Pupil A. I hope to learn to speak English. 

Pupil B. I hope to see my friend. 

Pupil C. I hope to come to school to-morrow , 

Pupil D. I hope to learn to read English , 

Pupil E. I hope to see you home. 






158 


ORAL ENGLISH 
Lesson 144 


REVIEW 

(A pupil received a letter from a friend in a different room. 
Teacher. What did X receive? 

Pupil. X received a letter. 

Teacher. Read your letter. 

(The child reads.) 

From whom is the letter? 

Pupil. The letter is from-. 

Teacher. Who is-? 

Pupil. - is a friend of X’s. 

Teacher. I hope you will answer your friend’s letter. 

NEW WORDS 

swing rope fun pleasantest ever 

(Prepare a swing either in the schoolroom or in the yard.) 
Teacher. This is a swing. 

This is a rope. 

Wha?t do you seef 
Pupil. I see a swing. 

Teacher. With what is it made? 

Pupil. It is made with a rope. 

Teacher. Sit in the swing. 

Pupil. I am sitting in the swing. 

Teacher. Where is X? 

Pupil. X is in the swing. 

Teacher. I am going to swing X. 

I am swinging X. 

Swing X. 

Pupil. I am swinging X. 

Teacher. It is jun to swing. 

Tell me, “It is jun to swing.” 

Pupil. It is fun to swing. 





SECOND GRADE 


159 


Teacher. It is the pleasantest thing a child can do. 

Get in the swing. 

Where are you? 

Pupil. I am in the swing. 

Teacher. What do you want to do? 

Pupil. I want to swing. 

Teacher. Y, swing him. 

What is the pleasantest thing ever a child 
can do? 

Pupil. Swinging. 

Teacher. Let us have some fun. 

We are going to play a game. 

(Play a simple game which the pupils know.) 

Lesson 145 

(Teach the following song:) 

THE SWING 


_-L-h he v _ i\ !S A 



0 • « 

0 ! 

tv I? u 'V J J 0 • d 4 

i D 

r 

H2 Q J 0 9 

=V P 1 

t 1 


How do you like to go up in a swing, 



. "j v ': 

-a- 

- m — 

-I ^ 

^ ^ 0 5 ~0 ~ 

L 

b 

-J- 

-J— J—m—*■? .* : 


Up in the air so blue? Oh, I do think it the 




m • 


^Ps 

V? 5 h 9 

p p r — 

r p j J J 

1 “1 


F i r 

l r # • • 

* 1 


L - 'u -i 

5 L * 

—^ h 

1 1 

L_^-1 


pleas- ant - est thing Ev - er a child can do: 


— 


1 ’ 


-A 


—f 

— 


— 

y 

3hF=?-=—H— 

-f-* «i- 

-A 

J 

-f 

■ r 

— f— 


fr-*— 

V- 

e 

J 1 J . 

Swing - ing, 

b_(z-U 

swing - ing, 

# 

up 

in 

~U— 

the 

air 

V 

so 

1 

1 - 

blue. 


^ L . i 









-J 

2^^— ~=j — 



-A 


m 


--j—~— =r ^ 

4 


4— 4k- 

-F\- 

0 

-0- 

F 

-•- 



Swing - ing, 

swing - ing, 

L # 

up 

in 

■ V 

the 

air 

9 

so blue, 















































































160 


ORAL ENGLISH 


Lesson 146 

REVIEW 

Teacher. We are going to play and have some fun. 

What are we going to havef 
Pupil. We are going to have some fun. 

Teacher. X, call on some one to get in the swing. 

Then call on another child to swing him. 
Then tell us if they are having some fun. 
Pupil. Y, get in the swing. 

Z, swing him. 

They are having some fun. 

NEW WORDS 

pull pulled push pushed 

Teacher. I can pull out this string from my desk. 
See, I am pulling it out. 

Where is the string? 

Pupil. The string is in your hand. 

Teacher. Pull on the string. 

Pupil. I am pulling on the string. 

Teacher. Pull down your tie. 

Pupil. I am pulling down my tie. 

Teacher. Pull down your dress. 

Pupil. I am pulling down my dress. 

Teacher. Who pulled down her dress? 

Pupil. -pulled down her dress. 

Teacher. I am pushing my desk. 

I am pushing the door. 

Push my chair. 

Pupil. I am pushing your chair. 

Teacher. X, stand here. 

Y, push X. 

Pupil. I am pushing X, 



SECOND GRADE 


161 


Teacher. Push me. 

Pupil. I am pushing you. 
Teacher. Who pushed me? 

Pupil. -pushed you. 

Teacher. Who pushed X? 
Pupil. Y pushed X. 


Lesson 147 
REVIEW 

Teacher. When you fly a kite, by what do you hold it? 
Pupil. I hold the kite by the string. 

Teacher. When you want to take it down, what do 
you do? 

Pupil. I pull on the string. 

Teacher. X, stand here. 

Y, push X to his seat. 

What are you doing, Y? 

Pupil. I am pushing X to his seat. 

Teacher. What did Y do? 

Pupil. Y pushed X to his seat. 

Teacher. What did Y do to you? 

Pupil. Y pushed me to my seat. 

NEW WORDS 

cart push-cart start started 

Teacher. I have a cart. 

Get in the cart. 

Where are you? 

Pupil. I am in the cart. 

Teacher. Pull the cart around the room. 

Pupil. I am pulling the cart around the room. 
Teacher. Who is pulling the cart? 

Pupil. X is pulling the cart. 



162 


ORAL ENGLISH 


Teacher. Who is in the cart? 

Pupil. Y is in the cart. 

Teacher. This is another kind of cart. 

It is a push- cart. 

Get in the push-cart. 

Who is in the push-cart? 

Pupil. -is in the push-cart. 

Teacher. I am going to start from my desk, and go to 
the door. 

Where am I going with the push-cart? 

Pupil. You are going to the door with the push-cart. 
Teacher. Where did I start? 

Pupil. You started from your desk. 

Teacher. Start from my desk and push the cart around 
the room. 

Pupil. I am starting from your desk and I am pushing 
the cart around the room. 

Teacher. Who pushed the cart around the room? 

Pupil. Z pushed the cart around the room. 

Teacher. Where did Z start? 

Pupil. Z started from your desk. 


Lesson 148 

REVIEW 

Teacher. How do you start a push-cart? 

Pupil. I start a push-cart by pushing it. 

Teacher. How does a carriage start? 

Pupil. The horse pulls the carriage. 

Teacher. What do you do to put the flag on the school 
house? 

Pupil. We put it up by pulling on the string. 

Teacher. What do you do to take it down? 

Pupil. We pull it down. 



SECOND GRADE 


163 


Teacher. By what do you pull it down? 

Pupil. We pull it down by the string. 

NEW WORDS 

cage free happy field 

Teacher. I have a cage. 

What do we put in a cage? 

Pupil. We put birds in a cage. 

Teacher. Is it right to have a bird in a cage? 

Pupil. It is wrong. 

Teacher. Boys and girls like to be free. 

Little birds like to be free also. 

Who would like to live in a cage? 

Pupil. Not I. 

Teacher. When we are free we are happy. 

And when you play, sing and have a good 
time are you happy? 

Pupil. We are happy. 

Teacher. When are little birds happy? 

Pupil. When they are free. 

Teacher. What do little birds do when they are free? 
Pupil. They sing. 

They fly. 

They take care of their little birds. 

They hop in the grass. 

They fly from branch to branch. 

They fly from tree to tree. 

Teacher. This is a field. 

What color is the field? 

Pupil. The field is green. 

Teacher. What grows in the field? 

Pupil. Grass grows in the field. 

Teacher. Over what do little birds fly ? 

Pupil. Little birds fly over the fields. 


164 


ORAL ENGLISH 


Lesson 149 

(Teach your pupils the following song:) 


MY PIGEONS 



My pi - geons’ house I o - pen wide and 



set all the pi - geons free. They fly o'er the fields on 



shut the door and say “ Good night,coo - coo, coo - coo, coo - 



coo, coo - coo, coo - coo, coo - coo, coo - coo - o - o." 


Lesson 150 

REVIEW 

Teacher. What do little birds find to eat in the fields? 
Pupil. Little birds find insects to eat. 

Teacher. Where do they build their nests? 

Pupil. They build their nests in the fields or in trees. 
Teacher. With what do they build their nests? 

Pupil. They build their nests with grass. 

Teacher. Why should we not keep birds in cages? 



































































SECOND GRADE 


165 


Pupil. Because birds like to be free. 

Teacher. When are birds happy? 

Pupil. Birds are happy when they are free. 

NEW WORDS 

true truth lie liar 

(Say something to your pupils which is not true.) 

Teacher. This is not true. 

It is a lie. 

Now I am going to tell you something true. 
We are speaking English. 

Tell me something true. 

Pupil. I am speaking to you. 

I am in the second grade. 

My name is-. 

Teacher. Now, tell me something not true. 

Pupil. I am in the third grade. 

I am eating candy. 

We are playing. 

Teacher. That is not true. 

Tell me the truth. 

Where are we? 

Pupil. We are in school. 

Teacher. That is the truth. 

If a boy tells lies he is a liar. 

Who likes a liar? 

Pupil. I do not like a liar. 

Teacher. What does a liar tell? 

Pupil. A liar tells lies. 

Lesson 151 

review 

Teacher. Tell me something you should do. 

Pupil. We should tell the truth. 

We should study our lessons. 



166 


ORAL ENGLISH 


We should take care of animals. 

We should be good in school. 

We should be happy. 

We should be good to our friends. 

We should do our work carefully. 

We should take care of our books. 

Teacher. Tell me something you should not do. 
Pupil. We should not tell lies. 

We should not hurt animals. 

We should not take little birds’ nests. 

We should not put birds in cages. 

We should not tear our clothes. 

We should not tear the pages of our books. 
We should not make fun of our friends. 

We should not break our pencils. 


NEW WORDS 


thing person 


Teacher. 


Pupil. A 
Teacher. 
Pupil. A 
Teacher. 
Pupil. A 
Teacher. 
Pupil. — 
Teacher. 
Pupil. — 
Teacher. 


A book is a thing. 

A dog is an animal. 
A boy is a person. 
What is a pencilf 
pencil is a thing. 
What is a horsef 
horse is an animal. 
What is a teacherf 
teacher is a person. 
Name three things. 

: ) > "• 

Name three animals. 

) ) ~ . 

Name three persons. 








SECOND GRADE 


167 


Lesson 152 


REVIEW 


Pupil. - 
Teacher. 


Name three persons you see in the school¬ 
room. 


Teacher. Name three things good to eat. 

Pupil. -, -, -. 

Teacher. Name three animals you like. 

Pupil. -, -, -. 

Teacher. What things do you like to wear? 

Pupil. I like to wear shoes, a suit, a hat, etc. 

Teacher. Name all the persons living in your home. 
Pupil. - , -, etc. 

Teacher. Give the names of five birds you saw 

flying. 

Pupil. -, -, etc. 


RELATIVE PRONOUNS 

NEW WORDS 

who that which 

Note: We use who in speaking of a person; that in speak¬ 
ing of a person, an animal or a thing; which in speaking of an 
animal or a thing. 

Teacher. X, come to me. 

Pupil. I am coming to you. 

Teacher. Be seated. 

The boy who came here is X. 

Y, walk around the room. 

Pupil. I am walking around the room. 

Teacher. The girl who walked around the room is Y. 

Who is the girl who walked around the room? 


















168 


ORAL ENGLISH 


Pupil. Y is the girl who walked around the room. 
Teacher. Who is the boy who walked to me? 

Pupil. X is the boy who walked to you. 

Teacher. The animal which I see in the picture is a dog. 
The book which is on my desk is new. 

Which animal do you see in the picture? 
Pupil. The animal which I see in the picture is a dog. 
Teacher. What kind of book is it which you see on my 
desk? 

Pupil. The book which I see on your desk is new. 
Teacher. The boy that came to me is X. 

The dog that you see in the picture is run¬ 
ning. 

The book that you see on my desk is new. 
Who is the boy who came to me? 

Pupil. The boy that came to you is X. 

Teacher. What is the dog that you see in the picture 
doing? 

Pupil. The dog that I see in the picture is running. 
Teacher. What kind of book is it that you see on my 
desk? 

Pupil. The book that I see on your desk is new. 


Lesson 153 

REVIEW 

(Lead your pupils to see that we use who and that when 
speaking of persons; that and which when speaking of ani¬ 
mals and things.) 

Teacher. Tell me which word I should use: who, that 
or which. 

This is the man- came here. 

Pupil. This is the man who came here. 

This is the man that came here. 

Teacher. I see the horse-he bought. 



SECOND GRADE 


169 


Pupil. I see the horse which he bought. 

I see the horse that he bought. 

Teacher. I have the ruler-you gave me. 

Pupil. I have the ruler which you gave me. 

I have the ruler that you gave me. 

NEW WORDS 

mill flour meal fritters 

Note: Flour is made of wheat or rice. Meal is made of 
corn or oats. 

Teacher. This is a mill. 

(Use a picture and have the pupils tell all they can about the 
mill.) 

This is flour. 

Where is the flour made? 

Pupil. The flour is made in a mill. 

Teacher. What do we make with flour? 

Pupil. We make bread with flour. 

We make cake with flour. 

Teacher. This is meal. 

It is corn meal. 

What can we make with com meal? 

Pupil. We can make corn bread. 

Teacher. These are fritters. 

Of what are the fritters made? 

Pupil. The fritters are made of corn meal. 

Teacher. They are corn meal fritters. 

What do you think about com meal fritters? 
Pupil. Corn meal fritters are good to eat. 

Lesson 154 

REVIEW 

Teacher. What kind of fritters did I have yesterday? 
Pupil. The fritters which you had yesterday were corn 
fritters. 



170 


ORAL ENGLISH 


Teacher. Of what were the fritters that I had made? 
Pupil. The fritters that you had were made of corn 
meal. 

Teacher. Where was the corn meal which I brought you 
made? 

Pupil. The corn meal which you brought was made in 
a mill. 

NEW WORDS AND EXPRESSION 
story once once upon a time 

Teacher. I am going to tell you a story. 

I am going to begin this way: 

Once, the Turkey. 

What is the first word of the story? 

Pupil. Once is the first word of the story. 

Teacher. I am going to begin in another way: 

Once upon a time the Turkey. 

How did the story begin this time? 

Pupil. Once upon a time the Turkey. 

Teacher. Now I am going to tell you all the story. 

Once upon a time the Turkey found a seed. 

It was a corn seed. 

He wanted to plant the corn. 

(( Who will help me plant the corn?” he asked 
“Bow-ow! Not I ” said the Dog. 

“Me-ow! Not I ” said the Cat. 

“Ouph! Ouph! Not I,” said the Pig. 

“Then I will plant it myself,” said th* 
Turkey. 

So he planted the corn himself. 

The corn grew tall. 

Then it was ready to cut. 

“Who will help me cut my corn?” asked the 
Turkey. 





SECOND GRADE 


171 


“Bow-ow! Not I” said the Dog. 

“Me-ow! Not I” said the Cat. 

“Ouph! Ouph! Not I” said the Pig. 

“Then I will cut it myself,” said the Turkey. 
So he cut the corn himself. 


The Turkey wanted some corn meal. 

“Who will help me carry my corn to the 
mill?” asked the Turkey. 

“Bow-ow! Not I” said the Dog. 

“Me-ow! Not I” said the Cat. 

“Ouph! Ouph! Not I” said the Pig. 

“Then I will carry it myself” said the 
Turkey. 

So he carried the corn to the mill himself. 


The Turkey wanted corn fritters. 

“Who will help me make my fritters?” asked 
the Turkey. 

“Bow-ow! Not I” said the Dog. 

“Me-ow! Not I,” said the Cat. 

“Ouph! Ouph! Not I” said the Pig. 

“Then I will make them myself” said the 
Turkey. 

So he made the fritters himself. 


When the fritters were ready, the Turkey 
asked: 

“Who will eat the fritters?” 

“Bow-ow! I will!” said the Dog. 

“Me-ow! I will!” said the Cat. 

“Ouph! Ouph! I will!” said the Pig. 

“You can not have any,” said the Turkey. 


172 


ORAL ENGLISH 


“I am going to eat them myself. 

And he did. 

Note: If the teacher wishes to, the story may be told in 
four parts, one paragraph a day. 

This story can easily be dramatized. The descriptive parts 
should be left out. 


Lesson 155 

REVIEW 

(Have the pupils tell or dramatize the story in the previous 
lesson.) 

NEW WORDS 

will soon by and by 

Note: Will denoting determination only should be taught 
in the second grade. The future tense is taught by using the 
expression going to. 

Soon and by and by are synonyms. 

Teacher. I will close the door. 

I will sit down on my chair. 

Will you close the door, please? 

Pupil. Yes. 

Teacher. Ask me to do something. 

Pupil. Will you close the window, please? 

Teacher. I will. 

Soon I will do something. 

Not now, but by and by. 

(Wait a while.) 

Now I am going to do it. 

(Draw a circle on the board.) 

What did I dot 

Pupil. You drew a circle on the board. 

Teacher. Do something. Not now, but by and by. 
(After a few seconds:) 

Now. 

(The child does it.) 


SECOND GRADE 


173 


Lesson 156 
REVIEW 

Teacher. Who is the boy who (or that) sits behind 
you? 

Pupil. The boy who (or that) sits behind me is-—• 

Teacher. Who is the boy who (or that) sits in front of 
you? 

Pupil. The boy who (or that) sits in front of me is 


Teacher. Who are the girls who (or that) sit in the 
front seats? 

Pupil. The girls who (or that) sit in the front seats are 
-,-, and-. 

Teacher. Who are the girls who (or that) sit in the 
back seats? 

Pupil. The girls who (or that) sit in the back seats are 
-,-, and-• 

(Have three different pupils bring you an object: a pencil, a 
book and a ruler.) 

Teacher. Where is the pencil which (or that) X 
brought me? 

Pupil. The pencil which (or that) X brought you is on 
your chair. 

Teacher. Where is the book which (or that) Y brought 
for me? 

Pupil. The book which (or that) Y brought for you is 
on the floor. 

Teacher. Where is the ruler which (or that) Z brought 
me? 

Pupil. The ruler which (or that) Z brought you is on 
your desk. 










174 


ORAL ENGLISH 


Teacher. What is the animal which (or that) you see 
in the picture? 

Pupil. The animal which (or that) I see in the picture 
is a dog. 


NEW WORDS 

telephone central hello 

(Get a toy telephone and put it up on the wall.) 

Teacher. We have a telephone. 

What can we do through the telephone? 
Pupil. We can speak through the telephone. 
Teacher. This is central. 

X is the telephone girl. 

I am going to call central. 

I want to speak with Y. 

(Ring up central.) 


Pupil X. 

Number? 

Teacher. 

Number 4 , please. 

Pupil Y. 

Hello. 

Teacher. 

Is this Y? 

Pupil Y. 

Yes. 

Teacher. 

Miss —- is speaking. 

How are you? 

Pupil Y. 

I am very well, thank you. 
How are you? 

Teacher. 

Well } thank you. 

‘(Keep up 

a conversation.) 


Lesson 157 

REVIEW 

(Have pupils speak through the telephone.) 


SECOND GRADE 


175 


NEW WORDS 

Porto Rico Porto Rican love governor 

Teacher. We live in Porto Rico. 

People born in Porto Rico are Porto Ricans. 
What are we? 

Pupil. We are Porto Ricans. 

Teacher. Why are we Porto Ricans? 

Pupil. We are Porto Ricans because we were born in 
Porto Rico. 

Teacher. We love Porto Rico. 

All good Porto Ricans love Porto Rico. 

What do you think of Porto Rico? 

Pupil. Porto Rico is beautiful. 

Teacher. All those who love Porto Rico stand. 

We all love Porto Rico. 

Porto Rico has a Governor. 

-is the Governor of Porto Rico. 

Who is our Governor? 

Pupil. -is our Governor. 


Lesson 158 

REVIEW 

Teacher. What are we? 

Pupil. We are Porto Ricans. 

Teacher. Why are we Porto Ricans? 

Pupil. We are Porto Ricans because we were born in 
Porto Rico. 

Teacher. What should we love? 

Pupil. We should love Porto Rico. 

Teacher. Who is the Governor of Porto Rico? 
p UPIL . -„ the Governor of Porto Rico. 





176 


ORAL ENGLISH 


NEW WORDS 

belong country United States republic president 

Teacher. This is my book. 

It belongs to me. 

This is your pencil. 

It belongs to you. 

To whom does this dress belong? 

Pupil. That dress belongs to you. 

Teacher. To whom does this suit belong? 

Pupil. That suit belongs to me. 

Teacher. The United States is a country. 

It is our country. 

Porto Rico belongs to the United States. 
What is the United States? 

Pupil. The United States is a country. 

Teacher. To what country does Porto Rico belong? 
Pupil. Porto Rico belongs to the United States. 

Teacher. The United States is a republic. 

A republic has a president. 

-is the President of the United States. 

What country is a republic? 

Pupil. The United States is a republic. 

Teacher. Who is our President? 

Pupil. - is our President. 

Lesson 159 

REVIEW 

Teacher. Where were we all born? 

Pupil. We were all born in Porto Rico. 

Teacher. What are we, then? 

Pupil. We are Porto Ricans. 

Teacher. To what country does Porto Rico belong? 
Pupil. Porto Rico belongs to the United States. 




SECOND GRADE 


177 


NEW WORDS 

American citizen proud 

Teacher. We belong to the United States. 

We are Americans. 

We are all Americans. 

As we belong to the United States, what are 
we? 

Pupil. We are Americans. 

Teacher. We are American citizens. 

We are citizens of Porto Rico, also. 

To what country do we belong? 

Pupil. We belong to the United States. 

Teacher. What are you? 

Pupil. I am an American citizen. 

Teacher. We are proud of our country. 

We are proud of our flag. 

We are also proud of our school. 

Of what should we be proud? 

Pupil. We should be proud of our country. 

We should be proud of Porto Rico. 

We should be proud of our flag. 

We should be proud of our school. 

We should be proud to be American citizens. 


Lesson 160 
REVIEW 

Teacher. To what country do we belong? 
Pupil. We belong to the United Stoics* 
Teacher. What are we, then? 

Pupil. We are Americans , 


178 


ORAL ENGLISH 


Teacher. As we are Americans, of what should we be 
proud? 

Pupil. As we are Americans, we should be proud of our 
country. 

As we are Americans, we should be proud of our 
flag. 

As we are Americans, we should be proud to 
speak English. 

As we are Americans, we should be proud to be 
American citizens. 

NEW WORDS AND EXPRESSIONS 

THE AMERICAN FLAG 

blue field be brave stripes 

be true be pure 

Teacher. This is the American flag. 

What do you see in the blue field? 

Pupil. I see stars in the blue field. 

Teacher. What color are the stars? 

Pupil. The stars are white. 

Teacher. These are stripes. 

How many white stripes are there? 

Pupil. There are six white stripes. 

Teacher. How many red stripes? 

Pupil. There are seven red stripes. 

Teacher. The blue tells us, “Be true." 

We should be true to our flag and to our 
country. 

The red tells us, “Be brave." 

The white tells us, “Be pure” 

(Teach the following song:) 


SECOND GRADE 

OUR FLAG 


179 


m 




^—•- 

There are 


man - y 


flags 


in man - y 



lands,There are 


I tH> :--1-1— 


—1 t 

- - 




j 

p 1 


m 


-•- J • 


-J 



r - 

EP—* 

1 

tt=- 

0 1 


1-1 

1- 


flags of ev - ’ry hue. But there is no flag how - 



1 -4s—-N- 


-1 

^ -A 

-j-1-J- 

F^n 




»• m * 

' r “ 



[—-- - 



ev - er grand. Like our own Red, White and Blue. 


Chorus 



Then hur- rah 


flag! 


coun - try’s flag, With its 


r— V-\> -, 

m 


—i m —=- 

J( U “1 

A ~ T~h 

w 

-£-N-fc- 

H- P -F- • - 

m • 

i- 0 -1- 


t=h j ,-ti 

A -t-t : 


stripes and white stars too! There is no flag in 


—G-h- 1 --:-r-i 

| P* I s (N 

cd-n 

W 

-p-qs- 

-* 


rrr 

» 

BE 


land. Like our own Red, White and Blue. 











































































































KEY TO PRONUNCIATION 


The diacritical marks are the same as those used in Webster’s Inter¬ 
national Dictionary and are called as follows: a, macron; s, suspended 
bar; 6, breve; a, two dots; a, one dot; e, circumflex; e, wave line; 
9, cedilla; and e, bar. 


THE CONSONANTS 


€ (=k) 

as in cat, coat, cup, cake. 

g (=s) 

as in fage, ri§e, agid, ra^e. 

ch ( = tsh) 

as in church, chin, charge. 

9I1 ( = sh) 

as in machine, mustache, 9haise. 

ch (=k) 

as in chorus, echo, character. 

g (hard) 

as in get, good, go, fog, log. 

g (=i) 

as in gem, engine, rage, gender. 

gh ( = f) 

as in enough, tough, cough. 

h (a breath) 

as in hat, had, here, head. 

j ( = dg) 

as in jar, joke, jam, jet. 

k ( = c) 

as in kite, kill, ask, Kate. 

n (=ng) 

as in anger, uncle, conquer, think. 

ph (=f) 

as in phonics, photograph, phrase. 

q ( = kw) 

as in queen, queer, conquest. 

r 

as in red, rose, read, real. 

s ( = g) 

as in set, seat, sit, hats. 

§ (=z) 

as in rose, rise, birds, girls. 

s (=sh) 

as in sugar, censure, sure. 

sh 

as in sharp, shoe, flash, cash. 

th (= Spanish z) 

as in thin, thing, breath. 

th ( = dth) 

as in this, there, those, with. 

w ( = 06) 

as in wet, word, water, wise. 

wh ( = hw) 

as in when, where, wharf. 

x ( = ks) 

as in fox, box, explain, exclaim. 

x ( = gz) 

as in example, exist, exempt 

181 



182 


ORAL ENGLISH 


y as in year, yet, yonder, young, 

z ( = s) as in zone, maize, size, haze. 

Ascent is a stress or effort of the voice upon one or more syllables 
of a word. There are two kinds of accent, primary and secondary, 
In the word au'to mo'bile, the second is the primary accent, the 
stronger, and the first is the secondary accent. 


THE VOWELS 


a (long) ( = e) 

as in ate, cake, came, fate. 

3, (modified long) 

as in preface, senate, delicate. 

a (short) 

as in cat, mat, can, catch. 

a (obscure) 

as in final, servant, madam. 

a (Italian) 

as in are, arm, far, yard. 

a (intermediate) 

as in ask, glass, pass, grass. 

a (obscure intermediate) 

as in away, ('side, sofa. 

a ( = 6) (broad) 

as in fall, draw, tall, saw. 

a ( = 6) 

as in what, wash, watch. 

a (flat) 

as in care, pair, air, fare. 

a (tilde) (= e, i, o, ft, y) 

as in liar, upward, sugar. 

e (long) 

as in me, clean, ear, eat. 

§ (modified long) 

as in erase, depend, Svent. 

6 (short) 

as in ISt, c8nt, d&sk, tfist. 

8 (obscure) 

as in fervent, present, biggest. 

e (tilde) ( = a, I, o, ft, y) 

as in her, clerk, heard. 

e (flat) ( = a) 

as in there, where, heir. 

e ( = a) 

as in they, eight, vein. 

ee ( = e) 

as in feet, meet, seen. 

ew ( = u) 

as in few, new, dew, pew. 

i (long) 

as in the fine, fire, China. 

I (short) 

as in It, give, If, Ink. 

I (tilde) ( = a, e, o, ft, y) 

as in bird, girl, firm, fir. 

l ( = e) 

as in machine, police, valise. 

5 (long) 

as in no, old, nose, toast. 

6 (modified) 

as in potato, tSmato, position. 

6 (short) ( = a) 

as in n6t, d5g, b6x, lSg. 

6 (broad) ( = a) 

as in nor, for, horse, order. 

6 (tilde) ( = a, e, !, ft, y) 

as in tendr, senator, labor. 

6 (-tt) 

as in son, other, done, come. 

o ( = 00 , u) 

as in do, to, who, move. 

o ( = do, y) 

as in woman, wolf, bosom. 


SECOND GRADE 


183 


do ( = Q, u) (long) 
do ( = o, u) (short) 
ou and ow ( = a'do) 
oi and oy (= a'l) 

u (long) ( = ew) 

(1 (modified long) 
ti (short) 

H (obscure short) 
fi (circumflex) ( = a, e, I, 6, y) 
U ( = oo, o) 

U ( = oo, o) 

y (long) ( = 1) 
y (short) (=1) 
y (tilde) ( = a, e, I, 5, fi) 


as in school, spoon, fool, 
as in foot, book, cook, lobk. 
as in out, loud, cow, how. 
as in oil, noise, boy, enjoy. 

as in use, pure, tube, 
as in finite, education, graduate, 
as in lip, clip, tiib, siin. 
as in circus, surplus, minus, 
as in tfirn, hfirt, bfirn, firn. 
as in ruler, true, rude, rumor, 
as in put, full, push, pull. 

as in fly, try, dry, cry. 


as in lady, party, pity, happy, 
as in myrtle, myrrh, zephyr. 


Note. — In sounding plurals, s sounds like z, except after f, k, p 

and t. 


1 Half of the preceding sound. 


VOCABULARY 




a bout' 
aft'er 

aft'er noon' 
dir 

al'most 
a lone' 
al's5 

A m6r'I cdn 
an'y (6n'y) 

a§ 

a wake' 
a wa y' 
d woke' 

baa 

back 

back'ward 

bag 

bath 

bath'room 

bath'thb 

be 

beans 

bear 

beat 

beau'tl ful 
be cau§e' 
b6d 

bSd'clothes 

bed'room 

bSd'sprSad 

bed'stead 
b£ fore' 
b$ gan' 
b£ gin' 

b m 


b£ I6ng' 
b£ tween' 
bird 

black'blrd 

blanket 

boil 

bbught 

bowl 

boua§ 

bow'ow 

branch 

brave 

br6ad 

break 

break'f&st 

bright 

broke 

bu'gle (g’l) 

build 

build'ed 

btdlt 

bu'reau (ro) 

bftrn 

btit 

btit'ter 

buy 

by 

cab'bage 

cage 

cake 

cal l 

called 

cap'taln 

c&re 

care'ful 


184 



SECOND GRADE 


185 


c&re'ful 

dlsh'£§ 

c&r'ried 

di vide' 

cart 

di vid'Sd 

c&r'r^ 

d6lZ 

96 nts 

doll§ 

change 

dbl'lar 

changed 

down 

char'coal 

drfess'er 

ch6st 

driim 

chin 

diick 

chi'na 

dur'ing 

co'coa 

cof'fee (c6f'i) 

ear'll 

(jit'i zen 

earth 

clerk 

6gg'pl3nt 

cl6§'£t 

eighth. 

cl 6th 

§ I6v'en 

clotheg 

6nd 

cl tick 

6nd'ed 

comb 

eve'ning 

cook 

Sv'er 

corn 

$nohgh' 

c6st 

eye'brow 

cov'er 

cov'ered 

fall 

count'er 

far 

cried 

fast 

crowd 

fgath'ers 

cry 

f6d 

chp 

feed 

chp' ful 

m 

ctit 

few 

dark 

field 

fifth 

da y 

fifteen or fif teen' 

d6ad 

find 

d6s sert' 

fine 

die 

fing'er 

died 

fish 

dime 

fish'£§ 

din'ner 

fire 

din'ing 

first 


186 


ORAL ENGLISH 


flew (flu) 
flour 

fly 

food 

forest 

fSre'/iSad 

fSre'noon 

fork 

forks 

found 

f our'teen or for teen' 

fourth 

for'ward 

f6x 

free 

FrI'dft?/ 

frignd 

frit'terg 

front 

fry'Ing pan 
ftln 

game 

gar'den 

geese 

gSt 

glad 

glass 

glass'^ 

goat 

good-by' 

goose 

g6t 

g6v'er nor 
grade 
grand 
grew (gru) 
grow 

gua'va (gwa'vd) 

gua'vas 

ghn 

ha U 


hair'pln 

half 

halt 

haiveg 

hap'pj? - 

heav'y- 

held 

help 

her self' 

hold 

home 

homeg 

h5p 

hope 

how ev'er 
hue 

hum'mlng bird 
httn'gr^ 
hur rah' 
hflrt 

inch 

In's6ct 

In'tro duQe' 

in'tro duced' (dust) 

in'tro du'$eg 

in'tro duc'Ing 

It seif' 

jei'iy 

ket'tle (t'l) 

kllZ 

klUed 

king'bird 

kite 

kiich'en 

knew 

fcnife 

knives 

fcnSck 

knocked (nbkt) 


knocking 

knocks 

know 

l8,mp 

lamps 

lSnd 

late 

la y 

leaf 

learn 

learned 

learnt 

leave§ 

16s' son 
lgt'ter 

l6t'tu$e (tls) 

li'ar 

lie 

light 

il'on (fin) 

ilp 

lone'some (sum) 

look'Ing glass 

lo§e 

I6st 

loud 

love 

low 

lttnch 

ly'Ing 

made 

make 

makes 

mak'Ing 

mak'er 

march 

marched (marcht) 

mark 

ma<ch 

mat'tr&s 


SECOND GRADE 187 

meal 

meas'ure (mgzh'er) 

meat 

meet 

meet'ing 

meets 

mlge 

me'ow 

mdck'Ing bird 

Mon'd&y 

mon'e^ 

mSn'goose 

mon'kejf 

moo 

moon 

more 

morn'Ing 

mouse 

much 

mule 

mhst 

my s6ir 


nap'kln 

nap'king 

near 

nSst 

new 

nlck'el 

ninth 

night 

none 

noon 

nttm'ber 

old- 

once (wfins) 
on'ion (-yan) 
6r 
own 

•Sx'en 


188 

page- 

paid 

pair 

p&l'&te 

part 

paste 

pa y 

per'son (sun) 
pi an'o 
pi an'oeg 
pig 

pigeon (plj'iin) 

pH'loio 

pillow ease 

plant 

plate 

plates 

plea§e 

pleased 

plSag'dnt £st 

po'£m 

Por'to Ri'edn 
Por'to Ri'ea 
p6t 
pots 
p6 ta'td 
po ta'toe§p 
prS §6nt' 
pre sent^d 
pre sent'Ing; 
pre sents' - 
pret'ty (prlt') 
prgg'I d£nt 
pyK 
pyKed 
pysh 

pushed (pysht) 

push'eart 

pure 

quack 

quar'ter 


ORAL ENGLISH 

qulck'l^ 

rab'blt 

rad'Ish 

rang 

rat 

r£ geive' 
rS geived' 
r£ gite' 
r£ git'M 
rS pub'lie 
r6st 

r£ tftrn' 
r£ turned' 
rlge 
right 
ring 

rdck'Ing 

rope 

rGg 

rug§ 

sal'&d 

salt 

same 

Sat'dr d &y 

saw'ger 

sau'cerg 

sSe'ond (zind) 

seed 

s6W 

ser'v<5nt 

ser'vants 

serve 

sSt 

set'tlng 

sets 

sav'enth 

shake 

shaked (shakt) 

shakes 

shak'Ing 


SECOND GRADE 


189 


sheep 

su'gar (shu) 

sheet 

Shn'day 

shglf 

swallow 

shglve§ 

swing 

shook 


should 

ta'ble spoon 

side 

ta'ble spoons 

size 

tail 

sixth 

tali 

sleep 

t&ught 

slept 

teach 

slow'l? 

tear 

so 

tea'spoon 

so'fd 

tea spoons 

so'fa§ 

tenth 

sOft'l? 

thS-nk 

sold 

thanked (th&nkt) 

sol'dier (jer) 

thanking 

some'time§ 

thanks 

soon 

them selves' 

soup 

thing 

spoon 

think 

spoon'fql 

third 

spoon'ful§ 

thirst'? 

spoon§ 

thlr'teen or thir teen' 

spring 

thought 

squlr'rel 

Thftrs'dSy 

star 

through 

start 

tie 

start'ed 

tied 

stay 

times 

stayed 

tired 

stick 

to-day' 

stone 

to geth'er 

st,6p 

to ma'to or t5 ma'to 

stopped (st6pt) 

to ma'toes 

store 

to-m6r'row 

sto'r? 

tongwe 

stove 

to-mght' 

string 

tore 

stripes 

to'ward (or tord) 

sttid'? 

true 


ISO 


ORAL ENGLISH 


truth 

wa y 

ttib 

wear 

Tuesday 

week 

ttir'ke? 

when (hwSn) 

twelve 

which 

twige 

W&Zne§'day 

while 

U nit'2d States 

who 

tip 

why 

tip 6n' 

wilZ 

ti§e 

wlng§ 

woke 

v6g'§ ta b'le 

wolf 

v6r'? 

wood 

vi§'It 

woods 

vis'it 2d 

wool 

vis'it Ing 

wore 

vis'i tor 

worm 

vis'i tor§ 

worth 

voige 

wake 

wou/d 
wr ting 

want 

yard 

want'2d 

yardstick 

want'ing 

ytis'ter d&y 

wants 

your self' 

ward'robe 

your selve§' 



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